Abstract
Digital competencies are one of the main transversal competencies of the XXI century. By means of systematic mapping, international published papers and research on digital skills training were critically evaluated, generating a process that helps us to recognize information about health professionals and the type of educational technology used in training. With this in mind, we employed the systematic mapping method using the WoS and Scopus databases between 2015 and 2019 in English and Spanish, specifically focused on research articles. The five competencies of the European Framework of Digital Competence were used to analyze the articles, and the works were classified according to the educational technology used. Inclusion, exclusion, and quality criteria were applied. Two hundred and forty-eight articles were selected for the study. Most focused on the information literacy dimension (168) and used digital educational technology. In total, 27 papers were concerned with competence in communication, 19 with safety, and 12 with problem-solving. Only 8% of the papers were conducted in the context of health institutions, and 68% were based in an academic context. Articles related to the social field were found that dealt with aspects directly linked to health and safety. The publications on digital competencies used in the field of health mostly addressed the dimension of information competence, with a focus on the design and implementation of training activities in the management of information sources, instructional standards, curriculum design, and the competencies of the health librarian as an instructor.
Highlights
Digital competence (DC) is one of the key competencies that health professionals must possess as citizens to actively participate in society and lifelong learning
The documents found on digital competence learning aimed at health professionals were developed mainly in the academic context
Wissinger assesses the positive results of training in a library-led teaching program used by the ACRL framework (Wissinger et al, 2018)
Summary
Digital competence (DC) is one of the key competencies that health professionals must possess as citizens to actively participate in society and lifelong learning. Within the 2030 Sustainable Development Goals, United Nations Educational, Scientific and Cultural Organization (Unesco) noted the importance of training in digital competence and published a comprehensive framework for assessing it (Laanpere, 2019). According to the Organization for Economic Co-operation and Development (OECD), e-skills training has enormous value, stimulating productivity and improving well-being, as it can empower people to decide what they want to learn, where and when they want to work, and how they get involved in society (OECD, 2019). The Library and Information Association (Cilip) emphasizes the relevance of this competence to all people, not just those in the educational field (Coonan, 2018). With regard to training in these competencies, the Association of College and Research Libraries (ACRL) published a document entitled Framework for Information Literacy for Higher Education, and subsequently, in 2013, it published a specific framework for nurses (Iannuzzi, 2000; ALA, 2013). The training design in digital skills, which includes traditional information literacy, has changed over the years to adapt to changes in the information ecosystem
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