Evidence based healthcare competence of social and healthcare educators: Development and piloting of an educational intervention
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Auditorio F202, Kontinkangas Campus
Topic of the dissertation
Evidence based healthcare competence of social and healthcare educators: Development and piloting of an educational intervention
Doctoral candidate
Master of Health Sciences Kati Immonen
Faculty and unit
University of Oulu Graduate School, Faculty of Medicine, Research unit of Health Sciences and Technology
Subject of study
Health Science
Opponent
Docent Mira Palonen, University of Tampere
Custos
Professor Maria Kääriäinen, University of Oulu
Social and healthcare educators’ competence in evidence-based healthcare requires systematic development
The competence of social and health care educators in evidence-based healthcare is generally at a good level, but particular challenges remain in synthesizing research evidence and implementing it in practice. These findings emerge from the doctoral dissertation of Master of Health Sciences Kati Immonen. Educators play a crucial role in transferring evidence-based practices to future social and healthcare professionals.
Educators influence how future professionals learn to identify knowledge needs, search for reliable research evidence, and implement evidence in their professional practice. Evidence-based healthcare forms the foundation for high-quality, safe, and effective services. However, little research has previously been available on educators’ competence in evidence-based healthcare and its development.
Immonen’s doctoral dissertation consisted of three sub-studies. The studies examined educators’ competence in evidence-based healthcare at both national and international levels, identified factors associated with competence, explored different competence profiles, and developed and piloted an educational intervention.
Educators' competence in evidence-based healthcare was evaluated using the Joanna Briggs Institute (JBI) Model of Evidence-Based Healthcare as the guiding framework. The model describes evidence-based practice through five domains: identifying knowledge needs, generating evidence, synthesizing evidence, transferring evidence, and implementing evidence into practice.
Educators demonstrated the strongest competence in identifying knowledge needs and generating evidence. In contrast, synthesizing research evidence and, in particular, applying evidence to improve practice were perceived as more challenging areas. The study found that higher educational attainment, active involvement in research and development activities, and participation in continuing professional education were associated with stronger competence.
The study also identified four distinct competence profiles. These profiles revealed considerable variation in educators’ competence, highlighting different strengths and developmental needs among educators. The findings suggest that competence development initiatives should take these differing starting points into account.
Online Education Supported Competence Development
As part of the dissertation, an online educational program was developed to strengthen competence in evidence-based healthcare. During the pilot phase, the feasibility of the program and participants’ experiences were evaluated.
The program was found to be feasible and was well received by participants. Educators reported that it strengthened their understanding of the principles of evidence-based healthcare and enhanced their competence across its various domains.
The program also supported the integration of evidence-based thinking into teaching practices. Furthermore, it helped educators recognize their own role in promoting an evidence-based culture within education and health care.
The findings emphasize the need for systematic development of social and healthcare educators’ competence in evidence-based healthcare.
“Strengthening educators’ competence is important because they transfer evidence-based practices to future social and healthcare professionals. When educators are able to synthesize research evidence and apply it in practice, they can also help students develop these skills. In this way, research evidence is transferred from education into working life and ultimately becomes part of high-quality and effective services,” says Kati Immonen.
Educators influence how future professionals learn to identify knowledge needs, search for reliable research evidence, and implement evidence in their professional practice. Evidence-based healthcare forms the foundation for high-quality, safe, and effective services. However, little research has previously been available on educators’ competence in evidence-based healthcare and its development.
Immonen’s doctoral dissertation consisted of three sub-studies. The studies examined educators’ competence in evidence-based healthcare at both national and international levels, identified factors associated with competence, explored different competence profiles, and developed and piloted an educational intervention.
Educators' competence in evidence-based healthcare was evaluated using the Joanna Briggs Institute (JBI) Model of Evidence-Based Healthcare as the guiding framework. The model describes evidence-based practice through five domains: identifying knowledge needs, generating evidence, synthesizing evidence, transferring evidence, and implementing evidence into practice.
Educators demonstrated the strongest competence in identifying knowledge needs and generating evidence. In contrast, synthesizing research evidence and, in particular, applying evidence to improve practice were perceived as more challenging areas. The study found that higher educational attainment, active involvement in research and development activities, and participation in continuing professional education were associated with stronger competence.
The study also identified four distinct competence profiles. These profiles revealed considerable variation in educators’ competence, highlighting different strengths and developmental needs among educators. The findings suggest that competence development initiatives should take these differing starting points into account.
Online Education Supported Competence Development
As part of the dissertation, an online educational program was developed to strengthen competence in evidence-based healthcare. During the pilot phase, the feasibility of the program and participants’ experiences were evaluated.
The program was found to be feasible and was well received by participants. Educators reported that it strengthened their understanding of the principles of evidence-based healthcare and enhanced their competence across its various domains.
The program also supported the integration of evidence-based thinking into teaching practices. Furthermore, it helped educators recognize their own role in promoting an evidence-based culture within education and health care.
The findings emphasize the need for systematic development of social and healthcare educators’ competence in evidence-based healthcare.
“Strengthening educators’ competence is important because they transfer evidence-based practices to future social and healthcare professionals. When educators are able to synthesize research evidence and apply it in practice, they can also help students develop these skills. In this way, research evidence is transferred from education into working life and ultimately becomes part of high-quality and effective services,” says Kati Immonen.
Created 6.11.2026 | Updated 6.11.2026