Competencies and needs of nurse educators and clinical mentors for teaching in the digital age – a multi-institutional, cross-sectional study

Abstract

Background The impact of technology and digitalization on health care systems will transform the nursing profession worldwide. Nurses need digital competencies to integrate new technology in their professional activities. Nurse educators play a crucial role in promoting the acquisition of digital competences and therefore need to be digitally competent themselves. Research on digital competencies of nursing educators is scarce but suggests lack of digital knowledge and skills and support needs. Although digitalization is to be seen as a global process, regional contexts need to be taken into account, such as pre-existing competencies, local conditions, and individual needs. Thus, it remains unclear which competencies nurse educators possess and which support needs they have. Aim of this study was to assess nurse educators’ and clinical mentors’ digital competencies and explore their needs and requirements concerning the digital aspects of their pedagogy and teaching activities in Germany. Methods A descriptive exploratory study with a cross-sectional design was conducted. Participants were identified using a convenience sampling approach. Data were collected during July and September 2020 using a standardized self-reported questionnaire that was developed specifically for this study. The questionnaire was provided in a paper and online format and participants could decide which format to use. It contained open- and closed-ended questions. Data were analyzed using descriptive and content analysis. Additionally, explorative subgroup analyses based on job designation, age, and gender were performed. Reporting of this study adhered to the STROBE checklist. Results A total of 169 educating nurses participated in the survey. The respondents considered themselves as digitally competent and showed a positive attitude towards the integration of digital technology in their teaching activities. Their perceived preparedness to integrate digital technology into teaching and training varied. Almost all respondents (98%) declared a need for further training and seemed motivated to participate in corresponding educational events. There were some indications for differences in competencies or needs between subgroups. Conclusions Educating nurses appear to possess basic digital competencies but there is a need to support their professional development in terms of new technologies. Findings can be used as a basis for developing supportive interventions. Further qualitative investigations could inform the design and content of such interventions.

Educational Needs Regarding Nursing Informatics and its Relation to Quality of Care as Perceived by Nurses

“…The current study findings was supported with [19] who conducted study about" Perceptions of Information Technology in Nursing Education" they found that educational needs regarding of information technology was moderate. Also this study findings was agreed with [20], who conducted study about "Competencies and needs of nurse educators and clinical mentors for teaching in the health information system" found that importance of the health information was moderate.…”

Nursing faculty development program for digital teaching competence

“…Nurse educators need to enhance their proficiency in utilizing technology effectively because they play a critical role in promoting the acquisition of digital competences among nursing students. Considering that contemporary nurses need digital competencies to integrate new technology into their practice, digital competencies of nursing educators are important but previous studies have suggested lack of digital knowledge and skills among nursing educators [ 20 ]. Nursing faculty should incorporate ICT competencies into the nursing education program.…”

Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review

“…Therefore, the digital competencies of educators (e.g. digital teaching strategies, selection of learning material, integrating technology into instruction, learning management, assessment) are considered as critical skills for meaningful and interactive digital oncology training [ 19 , 20 ].…”