Contextualizing the digital competence framework for nursing education: Findings from a Delphi.
To identify key digital competencies for higher education nursing faculty, explore challenges in digital integration, and provide recommendations for systematic faculty development. Digital competencies are essential for nursing faculty to deliver high-quality education in an increasingly digitalise...
| Publicado en: | Nurse Education in Practice Vol. 94 |
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| Autores principales: | , , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195184420&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195184420 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14715953 NZT jtl: Nurse Education in Practice issn: 14715953 maglogo: N pubinfo: dt: Jul2026 vid: 94 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 195184420 195184420 195184420 10.1016/j.nepr.2026.104909 195184420 ppct: 1 formats: tig: atl: Contextualizing the digital competence framework for nursing education: Findings from a Delphi. aug: au: Kolnik, Tamara Štemberger Poredoš, Mojca Filej, Bojana Čuk, Vesna Vejzovic, Vedrana affil: Faculty of Health Sciences in Celje, Celje, Slovenia sug: subj: Education, Nursing Clinical Competence Faculty Development Faculty, Nursing Education Digital Technology Conceptual Framework Human Delphi Technique Multimethod Studies Consensus Communication Computer Literacy Problem Solving Reflection Professional Development Educational Measurement Europe Educational Technology Male Female Male Female ab: To identify key digital competencies for higher education nursing faculty, explore challenges in digital integration, and provide recommendations for systematic faculty development. Digital competencies are essential for nursing faculty to deliver high-quality education in an increasingly digitalised healthcare context. Despite their importance, faculty members often encounter challenges in integrating digital technologies into teaching, clinical education, and simulation, highlighting the need for structured and context-specific faculty development. A mixed-methods, consensus-based Delphi study. A four-round Delphi study was conducted with nursing faculty from five European countries involved in the Erasmus + Digital Education in Nursing project. Twelve experts participated in the first round, increasing to 45 in the final round. Data collection combined qualitative feedback and quantitative ratings of digital competencies derived from the European Digital Competence Framework for Educators (DigCompEdu). Iterative rounds enabled refinement and consensus-building to contextualise the framework for nursing education. Six overarching competence domains were identified: Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, and Facilitating Learners' Digital Competencies. Participants reported well-developed basic digital skills related to literacy, communication, and safe technology use. In contrast, advanced competencies such as digital content creation, copyright awareness, programming, and problem-solving were less developed. Digital competencies were perceived as most applicable in theoretical teaching, with limited integration in clinical and laboratory-based education. Nursing faculty view digital competencies as essential for learner-centred teaching, reflection, and professional development, but gaps persist in practice-based education. Stronger institutional support, faculty development, and adapted frameworks are needed to improve integration. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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