Author Affiliations: Department of Nursing Science (Pajari, Vauhkonen, and Dr Saaranen) and Institute of Public Health and Clinical Nutrition (Dr Sormunen), Faculty of Health Sciences, University of Eastern Finland, Kuopio; Department of the Nursing Science, University of Turku, and Turku University Hospital (Dr Salminen); Unit of Health Care, Savonia University of Applied Sciences, Kuopio (Dr Aura); Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa (Dr Koskinen); and Research Unit of Nursing Science and Health Management, University of Oulu (Drs Mikkonen and Kääriäinen); and Medical Research Center Oulu, Oulu University Hospital (Dr Kääriäinen), Oulu, Finland.
Comput Inform Nurs. 2022 Sep 1;40(9):624-632. doi: 10.1097/CIN.0000000000000930.
The digital competence of health sciences educators is important for the delivery and development of modern education and lifelong learning. The aim of the study was to assess the appearance of digital competence in the work of Finnish health sciences educators and to determine whether educators' background factors are related to the areas of digital competence appearance. The European Framework for the Digital Competence of Educators was used as a theoretical background. The participants were Finnish health sciences educators (n = 388). Data were collected by quantitative survey and statistically analyzed. Results show that health sciences educators had participated in continuing education to develop their expertise and used a variety of digital methods and materials. Educators need more competence to improve healthcare students' ability to use digital technology. In the area of Teaching and Learning, educators younger than 40 years rated the appearance of digital competence as better than did those between the ages of 40 and 49 years. In the future, health sciences educators' basic and continuing education could take into account the competence requirements for digital competence, and educators' expertise must be increased in areas where digital competence does not appear strong.
健康科学教育者的数字素养对于现代教育和终身学习的开展和发展至关重要。本研究旨在评估芬兰健康科学教育者在工作中数字素养的表现，并确定教育者的背景因素是否与数字素养表现的领域相关。该研究使用了欧洲教育者数字素养框架作为理论背景。参与者为芬兰健康科学教育者（n=388）。通过定量调查收集数据并进行统计分析。结果表明，健康科学教育者为了提高专业知识而参加了继续教育，并使用了各种数字方法和材料。教育者需要更多的能力来提高医学生使用数字技术的能力。在教学领域，40 岁以下的教育者比 40 到 49 岁之间的教育者对数字素养表现的评价更好。未来，健康科学教育者的基础和继续教育可以考虑数字素养的能力要求，并且必须在数字素养表现不强的领域增加教育者的专业知识。
