Health Informatics, Faculty of Health, School of Medicine, Witten/Herdecke University, Witten, Germany.
Department of Didactics and Educational Research in Health Science, Faculty of Health, School of Medicine, Witten/Herdecke University, Witten, Germany.
JMIR Med Educ. 2024 Mar 29;10:e55737. doi: 10.2196/55737.
BACKGROUND: Digital competence is listed as one of the key competences for lifelong learning and is increasing in importance not only in private life but also in professional life. There is consensus within the health care sector that digital competence (or digital literacy) is needed in various professional fields. However, it is still unclear what exactly the digital competence of health professionals should include and how it can be measured. OBJECTIVE: This scoping review aims to provide an overview of the common definitions of digital literacy in scientific literature in the field of health care and the existing measurement instruments. METHODS: Peer-reviewed scientific papers from the last 10 years (2013-2023) in English or German that deal with the digital competence of health care workers in both outpatient and inpatient care were included. The databases ScienceDirect, Scopus, PubMed, EBSCOhost, MEDLINE, OpenAIRE, ERIC, OAIster, Cochrane Library, CAMbase, APA PsycNet, and Psyndex were searched for literature. The review follows the JBI methodology for scoping reviews, and the description of the results is based on the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. RESULTS: The initial search identified 1682 papers, of which 46 (2.73%) were included in the synthesis. The review results show that there is a strong focus on technical skills and knowledge with regard to both the definitions of digital competence and the measurement tools. A wide range of competences were identified within the analyzed works and integrated into a validated competence model in the areas of technical, methodological, social, and personal competences. The measurement instruments mainly used self-assessment of skills and knowledge as an indicator of competence and differed greatly in their statistical quality. CONCLUSIONS: The identified multitude of subcompetences illustrates the complexity of digital competence in health care, and existing measuring instruments are not yet able to reflect this complexity.
背景：数字能力被列为终身学习的关键能力之一，不仅在私人生活中而且在职业生活中都变得越来越重要。医疗保健部门已经达成共识，即各个专业领域都需要数字能力（或数字素养）。然而，目前仍不清楚医疗专业人员的数字能力具体应包括哪些内容，以及如何衡量这些能力。
目的：本范围综述旨在概述医疗保健领域科学文献中数字素养的常见定义以及现有的测量工具。
方法：纳入了过去 10 年（2013-2023 年）以英文或德文发表的、涉及门诊和住院护理医护人员数字能力的同行评审科学论文。在 ScienceDirect、Scopus、PubMed、EBSCOhost、MEDLINE、OpenAIRE、ERIC、OAIster、Cochrane Library、CAMbase、APA PsycNet 和 Psyndex 数据库中搜索文献。本综述遵循 JBI 范围综述方法，结果的描述基于 PRISMA-ScR（系统评价和荟萃分析扩展的首选报告项目用于范围综述）清单。
结果：初步搜索确定了 1682 篇论文，其中 46 篇（2.73%）被纳入综合分析。综述结果表明，无论是在数字能力的定义还是测量工具方面，都非常关注技术技能和知识。在分析的作品中确定了广泛的能力，并将其整合到技术、方法、社会和个人能力领域的经过验证的能力模型中。测量工具主要使用技能和知识的自我评估作为能力的指标，在统计学质量上差异很大。
结论：所确定的大量子能力说明了医疗保健中数字能力的复杂性，并且现有的测量工具还无法反映这种复杂性。
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