Development of hybrid education intervention to ensure health sciences´ generic competence
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Leena Palotie- lecture hall 101A (Aapistie 5 A)
Topic of the dissertation
Development of hybrid education intervention to ensure health sciences´ generic competence
Doctoral candidate
Master of Health Sciences Sari Pramila-Savukoski
Faculty and unit
University of Oulu Graduate School, Faculty of Medicine, Research unit of Health Sciences and Technology
Subject of study
Nursing science
Opponent
docent Jaana-Maija Koivisto, University of Helsinki
Custos
professor Kristina Mikkonen, University of Oulu
A hybrid form, synchronous distance and face-to-face learning - making health sciences teaching more effective?
Bachelor's and master's degrees in health sciences produce experts for the development of the social and health sector. They need competence in collaborative working, evidence-based practice and leadership. Health sciences refers to degree programmes that include studies in nursing science, health management, health education, public health, gerontology, etc. The master's degree can be oriented towards specialization in healthcare leadership, research and/or teaching. According to previous evidence we know that hybrid teaching has been integrated into health sciences teaching, but no further evidence was found on its effectiveness.
The aim of Sari Pramila-Savukoski's (Master of Health Sciences) doctoral thesis was to develop a hybrid education intervention by integrating the hybrid education model into the development of the intervention in order to study its effectiveness. The dissertation combines four original publications.
The model development included systematic process of building research by starting with an observational study with 17 health sciences students where their competence and interaction in collaborative hybrid learning has been observed. Additionally, a qualitative interview study was conducted to describe health science students' (n=15) experiences of health science competence development, digital learning and the impact of digital learning to competence development. The qualitative study also described educators’ (n=21) experiences in hybrid teaching. In the fourth sub-publication, health sciences generic competence self-assessment instrument was developed and psychometrically tested using cross-sectional data collected from students (n=276). The results of four studies have been used to develop a hybrid training model and an intervention ready for further testing.
The hybrid education model describes global and digital changes in education, high-quality hybrid learning environment, health sciences competence development in hybrid education and health sciences generic competence. Hybrid learning provides flexibility and diversification of learning. Competences can be developed by actively involving the student in the learning process. Educators need to have a broad range of competencies to support students' hybrid learning. Interactive assessment, planning of tasks and emotion expressions are relevant to competence development.
The health sciences generic competence measure included competence in leadership, management and finance, people-centred guiding, health promotion, evidence-based practice, digitalisation, well-being and self-management, collaboration and problem-solving, and social impact.
The hybrid education model can be widely applied in higher education, and the intervention will enable research into the effectiveness of hybrid education in health sciences education. The hybrid education model can integrate virtual simulation and various artificial intelligence solutions to support learning. It can be used as a structure for flexible and continuous competence development and management in wellbeing services counties.
The aim of Sari Pramila-Savukoski's (Master of Health Sciences) doctoral thesis was to develop a hybrid education intervention by integrating the hybrid education model into the development of the intervention in order to study its effectiveness. The dissertation combines four original publications.
The model development included systematic process of building research by starting with an observational study with 17 health sciences students where their competence and interaction in collaborative hybrid learning has been observed. Additionally, a qualitative interview study was conducted to describe health science students' (n=15) experiences of health science competence development, digital learning and the impact of digital learning to competence development. The qualitative study also described educators’ (n=21) experiences in hybrid teaching. In the fourth sub-publication, health sciences generic competence self-assessment instrument was developed and psychometrically tested using cross-sectional data collected from students (n=276). The results of four studies have been used to develop a hybrid training model and an intervention ready for further testing.
The hybrid education model describes global and digital changes in education, high-quality hybrid learning environment, health sciences competence development in hybrid education and health sciences generic competence. Hybrid learning provides flexibility and diversification of learning. Competences can be developed by actively involving the student in the learning process. Educators need to have a broad range of competencies to support students' hybrid learning. Interactive assessment, planning of tasks and emotion expressions are relevant to competence development.
The health sciences generic competence measure included competence in leadership, management and finance, people-centred guiding, health promotion, evidence-based practice, digitalisation, well-being and self-management, collaboration and problem-solving, and social impact.
The hybrid education model can be widely applied in higher education, and the intervention will enable research into the effectiveness of hybrid education in health sciences education. The hybrid education model can integrate virtual simulation and various artificial intelligence solutions to support learning. It can be used as a structure for flexible and continuous competence development and management in wellbeing services counties.
Last updated: 4.3.2024