Adif Shannastaniar Aisya, Natashia Dhea, Lin Wei-Hung, Hadi Muhammad, Lin Mei-Feng, Hsu Yu-Yun, Yen Miaofen
Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
STIKES Wira Medika Bali, Denpasar, Indonesia.
Heliyon. 2024 Sep 20;10(19):e37874. doi: 10.1016/j.heliyon.2024.e37874. eCollection 2024 Oct 15.
The rapid development of digital technology impacts all aspects, including nursing education. Nursing programs are tasked with equipping graduates with both clinical skills and digital competence. However, inconsistencies in the conceptual understanding of digital competence in nursing literature, underscore the need to refine the concept.
This study involved two phases including a modified Delphi approach and psychometric testing. In Phase 1, the panel of experts in nursing was invited to evaluate the theoretical framework, domain, and item of assessment checklist. In Phase 2, the psychometric properties of the assessment checklist were tested using a quantitative survey.
The study was conducted in Taiwan, Indonesia, and Vietnam.
Participants included 12 nursing experts from Taiwan, Indonesia, and Vietnam during the development phase and 417 nursing students from these countries in the validation phase.
Phase 1 utilized a modified Delphi approach establishing a theoretical framework and assessment checklist. Experts provided feedback on a Likert scale, aiming for consensus. Phase 2 involved a quantitative survey where graduate nursing students rated the DCAC. The analysis process following the recommendation of the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN).
The theoretical framework defined digital competence across four domains. In the first Delphi round, all items were rated above the consensus threshold. After two rounds, the CVI ranged from .8 to 1.0, suggesting strong agreement among experts. The second phase revealed high discriminant validity among survey items, with Cronbach's alpha indicating high internal consistency. The refined 22-item DCAC showed improved fit indices, confirming the assessment checklist's structure.
The developed 22-item DCAC is a valid and reliable tool for measuring digital competence among nursing students. Integration of digital competence into nursing education is essential for preparing students to excel in the healthcare environment.
数字技术的快速发展影响着各个方面，包括护理教育。护理专业课程的任务是使毕业生具备临床技能和数字能力。然而，护理文献中对数字能力的概念理解存在不一致之处，这凸显了完善这一概念的必要性。
本研究包括两个阶段，即改良德尔菲法和心理测量测试。在第一阶段，邀请护理专家小组评估理论框架、领域和评估清单项目。在第二阶段，使用定量调查测试评估清单的心理测量特性。
该研究在台湾、印度尼西亚和越南进行。
在开发阶段，参与者包括来自台湾、印度尼西亚和越南的12名护理专家；在验证阶段，参与者包括来自这些国家的417名护理专业学生。
第一阶段采用改良德尔菲法建立理论框架和评估清单。专家们以李克特量表提供反馈，旨在达成共识。第二阶段涉及一项定量调查，护理专业研究生对数字能力评估量表（DCAC）进行评分。分析过程遵循基于共识的健康测量工具选择标准（COSMIN）的建议。
理论框架在四个领域定义了数字能力。在第一轮德尔菲法中，所有项目的评分均高于共识阈值。两轮之后，内容效度指数（CVI）范围为0.8至1.0，表明专家们达成了强烈共识。第二阶段显示调查项目之间具有较高的区分效度，克朗巴哈系数表明内部一致性较高。经过完善的22项数字能力评估量表显示拟合指数有所改善，证实了评估清单的结构。
所开发的22项数字能力评估量表是测量护理专业学生数字能力的有效且可靠的工具。将数字能力纳入护理教育对于培养学生在医疗环境中脱颖而出至关重要。
