Abstract
This paper presents the findings of two case studies that investigated the digital attitudes, skills and development needs of healthcare students when using mobile tablet devices to assess student-nurse competencies in clinical practice and when used in the classroom to facilitate digitally enabled learning. Participants have been asked to complete a bespoke scenariobased digital competence self-assessment questionnaire based on the EU DIGCOMP framework; this enabled a baseline for individual and group practice. The first case study documented the individual perceptions and experiences on the digital literacy of students by analysing the students’ reflective diaries. In the second a questionnaire documented the student experience of utilising tablet devices to support the delivery of technology-enhanced learning designs in the classroom. The results showed a complex, highly-individual profile for each student, while the group exhibited some common trends and characteristics. The majority of students felt capable in using tablet technologies for learning but there was no clear consensus as to whether technology-enhanced learning should be introduced on a larger scale. Further work is proposed to model a curriculum-development process for embedding digital literacies into curriculum delivery through the utilisation of technology-enhanced, activity-based learning designs.
Highlights
Two case studies have been conducted to investigate the digital literacy needs of students and document their experiences of using tablet devices in healthcare education
This questionnaire was based on the EU DIGCOMP framework [5] and included 21 questions organised into 5 themes
This type of analysis is of interest for the optimisation of teaching when considering the development of digital skills and competences in learning and teaching
Summary
Two case studies have been conducted to investigate the digital literacy needs of students and document their experiences of using tablet devices in healthcare education. The first case study was conducted within the boundaries of an assessment improvement project where tablet devices were used to record electronically a portfolio of the assessed practice competences of studentnurses. The second case study was conducted with a group of Midwifery students that had been asked to complete technology-enabled learning activities in the classroom by using mobile tablet devices. The digital-literacy work is part of a wider action research project that has validated the suitability of the DIGCOMP digital literacy framework for use in healthcare education through a qualitative analysis of the views of students and staff [1], [2], developed selfassessment tools for quantitative assessing and mapping of their digital competences [3], and documented the views of students about the delivery of digital-literacy. Holley skills embedded within the curriculum delivery by utilisation of technology-enhanced activities designed along Dalziel’s [4] Learning Design principles
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