Nursing faculty development program for digital teaching competence.
Digital teaching competencies
Distance education
Nurse education
Nursing practice
Simulation
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
08 May 2024
08 May 2024
Historique:
received:
02
11
2023
accepted:
22
04
2024
medline:
9
5
2024
pubmed:
9
5
2024
entrez:
9
5
2024
Statut:
epublish
Résumé
Nursing faculties need to develop digital competencies to effectively use information, communication, and technology-based nursing education. The study aimed to develop and apply a theory-guided faculty development program on digital teaching competencies. A faculty development program was developed. Between March and April 2020, three five-hour web workshops participated by ninety-three faculty members were held. The program was assessed via mixed methods, combining satisfaction surveys post-workshop with content analysis of open-ended questionnaires to gauge participant evaluation of program content and learning experience. Participants were highly satisfied with the program contents and their opportunity for integrating digital technology into education and improving faculty proficiency in digital teaching technology. The program provides faculties with the self-confidence and essential skills to teach students using information, communication, and technology-based nursing education by enhancing their digital teaching competencies. It is critical to integrate both digital proficiency and nursing practice education.
Sections du résumé
BACKGROUND
BACKGROUND
Nursing faculties need to develop digital competencies to effectively use information, communication, and technology-based nursing education.
PURPOSE
OBJECTIVE
The study aimed to develop and apply a theory-guided faculty development program on digital teaching competencies.
METHODS
METHODS
A faculty development program was developed. Between March and April 2020, three five-hour web workshops participated by ninety-three faculty members were held. The program was assessed via mixed methods, combining satisfaction surveys post-workshop with content analysis of open-ended questionnaires to gauge participant evaluation of program content and learning experience.
RESULTS
RESULTS
Participants were highly satisfied with the program contents and their opportunity for integrating digital technology into education and improving faculty proficiency in digital teaching technology.
CONCLUSIONS
CONCLUSIONS
The program provides faculties with the self-confidence and essential skills to teach students using information, communication, and technology-based nursing education by enhancing their digital teaching competencies. It is critical to integrate both digital proficiency and nursing practice education.
Identifiants
pubmed: 38720333
doi: 10.1186/s12909-024-05453-8
pii: 10.1186/s12909-024-05453-8
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
511Subventions
Organisme : National Research Foundation of Korea
ID : 2016R1A2B4010413
Informations de copyright
© 2024. The Author(s).
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