Ryhtä Iina, Elonen Imane, Saaranen Terhi, Sormunen Marjorita, Mikkonen Kristina, Kääriäinen Maria, Koskinen Camilla, Koskinen Monika, Koivula Meeri, Koskimäki Minna, Lähteenmäki Marja-Leena, Wallin Outi, Sjögren Tuulikki, Salminen Leena
Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
Nurse Educ Today. 2020 Sep;92:104521. doi: 10.1016/j.nedt.2020.104521. Epub 2020 Jun 27.
Digitalisation has made digital competence a necessity for those working in social and healthcare. A high degree of competence in digital pedagogy is required of educators to meet the challenge of educating future professionals who are themselves highly digitally competent.
The aim of this study was to describe the perceptions of competence in digital pedagogy that educators in social and healthcare have.
A qualitative descriptive study.
The participants were Finnish-speaking social and healthcare educators (n = 37) working at six Finnish universities of applied sciences (UAS).
Group interviews (n = 12) were conducted during spring 2018. Each group consisted of 2-5 educators, with a total of 37 educators. The data was analysed using an inductive content analysis.
According to the interviewed educators, competence in digital pedagogy involved pedagogical, digital, and ethical skills and awareness. The educators were aware of the possibilities afforded by digital technology and had a positive view on how the technology could be utilised in education. However, the educators were concerned that technology might solely be utilised for the sake of digitalisation instead of being pedagogically preferable.
In the future, the results of this study can be utilised while developing an instrument to evaluate the level of competence in digital pedagogy. Examining the perceptions of the educators will allows us to better understand the phenomena from the educators' point of view.
数字化使数字能力成为社会和医疗保健领域从业者的必备技能。教育工作者需要具备高度的数字教学能力，以应对培养未来数字能力强的专业人员的挑战。
本研究旨在描述社会和医疗保健领域教育工作者对数字教学能力的看法。
一项定性描述性研究。
参与者为在芬兰六所应用科学大学工作的芬兰语社会和医疗保健教育工作者（n = 37）。
2018年春季进行了小组访谈（n = 12）。每个小组由2至5名教育工作者组成，共有37名教育工作者参与。采用归纳性内容分析法对数据进行分析。
根据受访教育工作者的说法，数字教学能力包括教学、数字和道德技能及意识。教育工作者意识到数字技术带来的可能性，并对该技术在教育中的应用持积极态度。然而，教育工作者担心技术可能仅为数字化而使用，而非从教学角度来看更可取。
未来，本研究结果可在开发评估数字教学能力水平的工具时加以利用。考察教育工作者的看法将使我们能从教育工作者的角度更好地理解这些现象。
