Abstract
Digital competence, capability and/or literacy are still mostly understood and approached within higher education in terms of technical skills and knowledge. However, with media and digital technologies today are embedded in everyone’s life and learning, it is now becoming clear that nurturing digital competence has become crucial for overall wellbeing of staff and students (Biggins et al. 2017). Their holistic approach to digital competence is in line with Todres et al.’s (2009) humanisation framework, a significant body of research suggests that digital technology plays an important role in the development of insiderness, agency, uniqueness, togetherness, sense-making, personal journey and sense of place. This chapter will combine the nursing humanisation curricula work with that of digital competence frameworks, offering a model which is of relevance to higher education practitioners concerned with the wellbeing of students and staff.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning literacies for the digital age (LLiDA project): Executive summary, conclusions and recommendations.
Biggins, D., Holley, D., Evangelinos, G., & Zezulkova, M. (2017). Digital competence and capability frameworks in the context of learning, self-development and HE pedagogy. In E-learning, e-education, and online training (pp. 46–53). Cham: Springer.
Brown, M., McCormack, M., Reeves, J., Brook, D. C., Grajek, S., Alexander, B., & Gannon, K. (2020). 2020 Educause horizon report teaching and learning edition (pp. 2–58). EDUCAUSE. Available from https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition [Accessed 14 March 2020].
Bughin, J. E., Hazan, S., Lund, P., Dählstrom, A., Wiesinger, & Subramaniam, A. (2018). Skill shift: Automation and the future of the workplace (Discussion paper). McKinsey Global Institute. Available from: https://www.mckinsey.com/~/media/McKinsey/Featured%20Insights/Future%20of%20Organizations/Skill%20shift%20Automation%20and%20the%20future%20of%20the%20workforce/MGI-Skill-Shift-Automation-and-future-of-the-workforce-May-2018.ashx [Accessed 28 February 2020].
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Publications Office of the European Union. Available online: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf.
de Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital storytelling in research: A systematic review. The Qualitative Report, 22(10), 2548–2582.
Devis-Rozental, C. (2018). Developing socio-emotional intelligence in higher education scholars. London: Palgrave.
Ernst Young–Federation of Chambers of Commerce India CCI. (2017) Leapfrogging to education 4.0: Student at the core. Available from: https://www.ey.com/Publication/vwLUAssets/ey-leap-forgging/$File/ey-leap-forgging.pdf [Accessed 31 January 2020].
Evangelinos, G., & Holley, D. (2015, June). Embedding digital competences in the curriculum: A case study on student-experience of an online technology-enhanced, activity-based learning design. EDEN Annual conference proceedings (pp. 9–12). Barcelona.
Frey, C. B., & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation? Technological Forecasting and Social Change, 114, 254–280.
Galvin, K., & Todres, L. (2013). Caring and wellbeing: A lifeworld approach. London: Routledge.
Gluckman, S. P., & Allen, K. (2018). Understanding wellbeing in the context of rapid digital and associated transformations. The International Network for Government Science Advice. https://www.ingsa.org/wp-content/uploads/2018/10/INGSA-Digital-Wellbeing-Sept18.pdf.
Goodyear, V., Armour, K., & Wood, H. (2018). The impact of social media on young people’s health and wellbeing: Evidence, guidelines and actions. Birmingham: University of Birmingham.
Greaves, L., Bradley, C., & Holley, D. (2012). Learning journeys: Exploring approaches to learner digital literacy acquisition. Enhancing Learning in the Social Sciences, 4(2), 1–17.
Hemingway, A., Scammell, J., & Heaslip, V. (2012). Humanising nursing care: A theoretical model. Nursing Times, 108(40), 26–27.
Information Commissioners Office. Guide to general data protection regulation. Available from: https://ico.org.uk/for-organisations/guide-to-data-protection/guide-to-the-general-data-protection-regulation-gdpr/ [Accessed 13 February 2020].
JISC. (2018). Designing learning and assessment in a digital age. Available from: https://www.jisc.ac.uk/full-guide/designing-learning-and-assessment-in-a-digital-age [Accessed 29 January 2019].
JISC. (2019). JISC Building Digital Capability Blog. Available from: https://digitalcapability.jiscinvolve.org/wp/2019/09/03/defining-digital-wellbeing/ [Accessed 29 January 2020].
Keenan, C. (2014). Mapping student-led peer learning in the UK. Higher Education Academy.
Lords, H. O. (2015). Make or break: The UK’s digital future. Digital Skills Committee report.
Mannerström, R., Hietajärvi, L., Muotka, J. & Salmela-Aro, K. (2018). Identity profiles and digital engagement among Finnish high school students. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(1), article 2.
Maudsley, G., Taylor, D., Allam, O., Garner, J., Calinici, T., & Linkman, K. (2019). A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (handheld) devices for educational support on clinical placements? BEME Guide No. 52. Medical Teacher, 41(2), 125–140.
McCormack, B., & McCance, T. (Eds.). (2017). Person-centred practice in nursing and health care, theory and practice (2nd ed.). Oxford: Blackwell.
Meneghel, I., Martínez, I. M., Salanova, M., & de Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875–890.
Nursing and Midwifery Council. (2018). Standards for proficiency for registered nurses. Nursing and Midwifery Council.
Peters, D., Calvo, R. A., & Ryan, R. M. (2018). Designing for motivation, engagement and wellbeing in digital experience. Frontiers in Psychology, 9, 797.
Royal College of Nursing. (2018). Every nurse an e-nurse: Insights into a consultation on the future of nursing in digital competency. Royal College of Nursing.
Samsung, (2017). Samsung open economy report. Available from: https://images.samsung.com/is/content/samsung/p5/sg/business/next-mobile-economy/white-paper-samsung-presents-the-open-economy.pdf [Accessed 14 February 2020].
Sethi, B.; Stubbings, C.; Garatton, L., & Brown, J. (2018). Price-Waterhouse-Cooper: Preparing for tomorrow’s workforce, today. Available from: https://www.pwc.com/gx/en/people-organisation/pdf/pwc-preparing-for-tomorrows-workforce-today.pdf [Accessed 13 January 2020].
Terry, J., Davies, A., Williams, C., Tait, S., & Condon, L. (2019). Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions. Nurse Education in Practice, 34, 192–198.
Tharani, A., Husain, Y., & Warwick, J. (2017). Learning environments and emotional wellbeing. A qualitative study of undergraduate nursing students. Nurse Education Today, 59, 82–87.
Thomson, S., Smith, S., Killick, D., Jones, S., Luker, W., Mothersdale, J. & Palmer, S. (2014). Enabling your students to develop their graduate attributes: Digital literacy. Leeds, UK. Available from: https://www.leedsbeckett.ac.uk/partners/files/enablingstudents-to-develop-digital-literacy.pdf.
Todres, L., Galvin, K. T., & Holloway, I. (2009). The humanisation of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and Well-Being, 4(2), 68–77.
Topol, E. (2019). The topol review: Preparing the healthcare workforce to deliver the digital future, 1–48. Available from: https://topol.hee.nhs.uk/ [Accessed 16 February 2020].
Velker, A. (2018, January) ‘Near half of European Adults lack basic digital skills’ Irish Tech News. Available from https://irishtechnews.ie/near-half-of-european-adults-lack-basic-digital-skills-says-eu-commission.pdf.
Vuorikari, R., Punie, Y., Carretero Gomez, S. & Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update Phase 1: The conceptual reference model. Luxembourg Publication Office of the European Union. EUR 27948 EN. https://doi.org/10.2791/11517.
Waight and Holley 2020 adapted from Todres et al. 2009; Devis-Rozental 2018.
Webb, L., Clough, J., O’Reilly, D., Wilmott, D., & Witham, G. (2017). The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review. Nurse Education Today, 48, 160–171.
Webster, N. L., Oyebode, J. R., Jenkins, C., Bicknell, S., & Smythe, A. (2020). Using technology to support the emotional and social wellbeing of nurses: A scoping review. Journal of Advanced Nursing, 76(1), 109–120.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Waight, S., Holley, D. (2020). Digital Competence Frameworks: Their Role in Enhancing Digital Wellbeing in Nursing Curricula. In: Devis-Rozental, C., Clarke, S. (eds) Humanising Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-57430-7_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-57430-7_8
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-57429-1
Online ISBN: 978-3-030-57430-7
eBook Packages: EducationEducation (R0)