Conectar
To explain the relationship between occupational well-being dimensions and overall occupational well-being among nurse and social care educators, with particular focus on hybrid work status.
A cross-sectional survey study.
The quantitative data were collected from Finnish nurse and social care educators (n = 367) in autumn 2023 and analysed using multiple regression with interaction analysis.
Overall personal occupational well-being was rated higher than work community occupational well-being, especially among hybrid-working educators. In models including all occupational well-being dimensions (working conditions, work community, worker's resources and work, and professional competence), only work community and worker's resources and work remained statistically significant positive relationships with occupational well-being. Hybrid work status moderated these relationships: the relationship between work community and occupational well-being was stronger among on-site educators, and professional competence was associated with work community occupational well-being only among them.
Voluntary hybrid work may support personal occupational well-being among nurse and social care educators, yet the enduring importance of work community—particularly for on-site educators—highlights the need to sustain work community resources across all work modalities.
Occupational well-being strategies in educational institutions could benefit from reflecting diverse work arrangements. For hybrid models, emphasis might be placed on combining flexible work options with support for self-leadership and virtual community-building to ensure equitable well-being across modalities. Strengthening team-based collaboration can help maintain connection, competence, and resilience regardless of work setting.
This study provides evidence on the factors supporting occupational well-being among nurse and social care educators depending on the hybrid work status. Work community and individual resources are key predictors, with implications for tailoring support strategies in institutions adapting to hybrid work models.
The Strengthening the Reporting of Observational Studies in Epidemiology STROBE guidelines.
No Patient or Public Involvement.
To identify and compare the digital competence profiles of nurse educators, the background variables associated with profiles, and the self-assessed level of digital competence in four European countries.
A descriptive comparative cross-sectional study.
Data were collected from nurse educators (n = 263) in 36 nursing education organisations in Finland, Malta, Slovakia and Spain. Partitioning around medoids (PAM) clustering was used to identify competence groups, and descriptive and inferential statistics were used to examine the association of nurse educators' background variables.
The clustering analysis resulted in two nurse educator digital competence profile groups: high and moderate. The profiles differed based on completed pedagogical studies and teaching experience, with an emphasis on the high competence profile. Educators in the high competence profile group showed greater interest in using educational technology and self assessed their digital competence at a higher level compared to educators in the moderate competence profile group. Nurse educators' lowest digital competence was in the safe and responsible use of technology, such as knowing copyright laws.
Despite the heterogeneous background of nurse educators, international continuing professional development needs in digital competence are identified. Nurse educators' continuing education should support the utilisation of technology through pedagogical approaches, and educators' competence in the safe and responsible use of technology (e.g., how to protect digital materials) must be enhanced in nursing education organisations.
This study highlights the need to further develop nurse educators' digital competence. Continuing professional development should target preparation in safe and responsible technology use and include pedagogical studies and mentoring from experienced peers.
The STROBE checklist was adhered to in reporting the results.
Each participating educational organisation assigned a contact person to distribute the survey to the nurse educators.
FreshRSS 