University of Oulu

Koskimäki, M, Mikkonen, K, Kääriäinen, M, et al. An empirical model of social and healthcare educators' continuing professional development in Finland. Health Soc Care Community. 2021; 00: 1– 9.

An empirical model of social and healthcare educators’ continuing professional development in Finland

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Author: Koskimäki, Minna1; Mikkonen, Kristina2; Kääriäinen, Maria3;
Organizations: 1Faculty of Social Sciences, Nursing Science/Health Sciences, Tampere University, Tampere, Finland
2Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
3Research Unit of Nursing Science and Health Management, Medical Research Center Oulu, The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, niversity of Oulu, Oulu, Finland
4Rehabilitation Education, Tampere University of Applied Sciences, Tampere, Finland
5Faculty of Social Sciences, Tampere University, Tampere, Finland
6General Administration, Pirkanmaa Hospital District, Tampere, Finland
7Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland
8Department of Nursing Science, Tampere University, Tampere, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.5 MB)
Persistent link:
Language: English
Published: John Wiley & Sons, 2021
Publish Date: 2022-01-13


The objective of this work was to develop and test an empirical model of social and healthcare educators’ continuing professional development. A cross-sectional survey study design was adopted, and a total of 422 part-time and full-time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.

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Series: Health & social care in the community
ISSN: 0966-0410
ISSN-E: 1365-2524
ISSN-L: 0966-0410
Issue: Early view
DOI: 10.1111/hsc.13473
Type of Publication: A1 Journal article – refereed
Field of Science: 316 Nursing
Funding: We would like to acknowledge the Ministry of Education and Culture for funding.
Copyright information: © 2021 The Authors. Health and Social Care in the Community published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.