Nicole Gardner-Neblett
Becoming fictional storytellers: African American children's oral narrative development in early elementary school
Child development
purpose study describe social healthcare educators evidencebased healthcare competence explore associated factors descriptive crosssectional study carried research spanned 5 universities 19 universities applied sciences 10 vocational colleges finland september december 2022 social healthcare educators n 256 21 worked universities 176 worked universities applied sciences 49 worked vocational colleges data collection employed selfassessed instrument designed measure evidencebased healthcare competence based jbi model evidencebased healthcare competence profiles formed using kcluster grouping analysis educators selfevaluations level evidencebased healthcare competence generally satisfactory level subsequent analyses identifying four distinct profiles evidencebased healthcare competence profiles demonstrated statistically significant differences terms evidence synthesis evidence transfer competencies factors associated evidencebased healthcare competence included level education year professional obtained highest degree current organization employment participation continuing education educators require various types support developing high levels evidencebased healthcare competence identification distinct competence profiles pivotal providing educators training tailored exact needs provide individualized learning path problem study address educators value role evidence teaching reinforces need integrate aspects jbi model evidencebased healthcare educators competencies aspects jbi model evidencebased healthcare holistically measured certain components model considered separately educators need better understand global healthcare environment identify research gaps subsequently develop healthcare systems educational role higher academic education work experience organizational support continuous education play essential roles development educators evidencebased healthcare competence main findings educators generally high levels competence evidencebased healthcare educators mastered different components jbi model evidencebased healthcare need improve areas transfer implementation evidence research impact determining evidencebased healthcare competence profiles educators used provide individualized learning paths development evidencebased healthcare competence educators need develop competence evidencebased healthcare ensure successful implementation highquality education future patient public contribution