学术护理教育工作者数字素养的现状及相关因素：一项横断面研究。
Current status and associated factors of digital literacy among academic nurse educators: a cross-sectional study.
作者信息
Li Pan, Tan Ronghui, Yang Ting, Meng Lingyao
机构信息
School of Nursing, Xiangnan University, 889 Chenzhou Avenue, Suxian District, Chenzhou, 423000, Hunan, People's Republic of China.
College of Nursing and Allied Health Sciences, St. Paul University Manila, Manila, Philippines.
出版信息
BMC Med Educ. 2025 Jan 3;25(1):16. doi: 10.1186/s12909-024-06624-3.
BACKGROUND
In the backdrop of the ongoing global digital revolution in education, the digital literacy of teachers stands out as a pivotal determinant within the educational milieu. This study aims to explore the current status and associated factors of digital literacy among academic nurse educators.
METHODS
A cross-sectional design study utilizing an online questionnaire platform (Wenjuanxing) to collect data from August to October 2023. A total of 157 academic nurse educators members from 10 nursing colleges and universities across 5 provinces in China participated in the study. The digital literacy level of academic nurse educators was evaluated using the self-developed Teacher Digital Literacy Questionnaire. Multiple linear regression analysis was employed to examine the factors associated with the digital literacy of academic nurse educators.
RESULTS
The average digital literacy score was 125.27 ± 11.41, with the average scores for five dimensions from high to low by rank as follows: digital application (46.73 ± 5.38), digital social responsibility (27.22 ± 3.94), digital awareness (20.28 ± 3.17), professional development (19.88 ± 2.76), and digital technology knowledge and skills (11.16 ± 2.03). Multiple linear regression analysis revealed that age, years of teaching experience, awareness of digital advancements, and use of digital technologies (e.g. ChatGPT) (all p < 0.001) were significantly associated with the level of digital literacy among academic nurse educators.
CONCLUSION
Our findings suggest a need to design tailored digital education programs that address different age groups. For younger academic nurse educators, the focus should be on how to incorporate digital technology into their teaching practices to enhance educational diversity. For older academic nurse educators, training should prioritize building confidence in using digital tools and developing foundational digital skills to ensure they can effectively integrate technology into their instructional approaches. Therefore, supporting their needs and enhancing teaching competence towards sustainable nursing digital literacy.
背景
在全球教育领域持续的数字革命背景下，教师的数字素养成为教育环境中的一个关键决定因素。本研究旨在探讨学术护理教育工作者数字素养的现状及相关因素。
方法
采用横断面设计研究，利用在线问卷平台（问卷星）于2023年8月至10月收集数据。来自中国5个省份10所护理院校的157名学术护理教育工作者参与了本研究。使用自行编制的教师数字素养问卷对学术护理教育工作者的数字素养水平进行评估。采用多元线性回归分析来检验与学术护理教育工作者数字素养相关的因素。
结果
数字素养平均得分为125.27±11.41，五个维度的平均得分从高到低依次为：数字应用（46.73±5.38）、数字社会责任（27.22±3.94）、数字意识（20.28±3.17）、专业发展（19.88±2.76）和数字技术知识与技能（11.16±2.03）。多元线性回归分析显示，年龄、教学年限、对数字进步的认知以及数字技术（如ChatGPT）的使用（所有p<0.001）与学术护理教育工作者的数字素养水平显著相关。
结论
我们的研究结果表明，需要设计针对性的数字教育项目以满足不同年龄组的需求。对于年轻的学术护理教育工作者，重点应放在如何将数字技术融入教学实践以提高教育多样性上。对于年长的学术护理教育工作者，培训应优先建立使用数字工具的信心并培养基础数字技能，以确保他们能够有效地将技术融入教学方法中。因此，满足他们的需求并提高其在可持续护理数字素养方面的教学能力。
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