Students’ descriptions of capabilities acquired in multi-professional specialisation education

Authors

• Päivi Sanerma HAMK Smart Research unit, HAMK University of Applied Sciences, Hämeenlinna
• Anna Rauha Seinäjoki University of Applied Sciences, Seinäjoki
• Hanna Naakka HAMK Smart Research unit, HAMK University of Applied Sciences, Hämeenlinna
• Sami Perälä Seinäjoki University of Applied Sciences, Seinäjoki
• Mika Paldanius Oulu University of Applied Sciences, Oulu
• Jarmo Heinonen Laurea University of Applied Sciences, Espoo
• Outi Ahonen Laurea University of Applied Sciences, Espoo

DOI:

https://doi.org/10.23996/fjhw.148573

Keywords:

competence, health and social care, digitalisation, multidisciplinary, professional specialisation education

Abstract

Versatile digital services and information databases are in daily use in healthcare and social care in Finland. There is a need for healthcare professionals to upgrade their digital skills and knowledge of digital software and tools. An online professional specialisation education (PSE) course titled ‘Multidisciplinary competences in developing digital health and social care services’ was collaboratively produced by 14 universities of applied sciences. Its aim was to provide work-applicable, nationally defined digital capabilities and competences that enhance professional development and digital skills. The objective of the present study was to describe the applicability of the competences acquired in the specialisation education from the students’ perspective.

A qualitative study was implemented to assess the acquired capabilities of the students enrolled on this PSE course. Data was collected from the students’ learning diaries (n = 230) during two separately implemented PSE courses held during 2021–2022 and 2022–2023. The research data was analysed using inductive content analysis. The results were categorised into two main themes: (1) the utilisation of the specialisation education PSE in work and (2) professional development during the specialisation education. The results showed that, during the PSE, it was possible to achieve digital competences and workplace skills that aligned with its goals. The results showed that even shorter courses enabled in-depth learning and several forms and outcomes of deep learning, in accordance with the principles of trialogical learning. The PSE enabled the students to utilise their professional background in applying new skills in their work. The development of key twenty-first century digital skills can be identified in the students’ learning diaries.

The analysed students’ diary statements were written after each course. The results show that workplace skills – such as critical thinking, and technological and collaboration skills – can be achieved during PSE. A student’s capability – referring to an individual student’s personal ability to develop, improve and implement their skills and competences – can serve as a reflection of his/her workplace maturity.