An investigation of digital skills of therapeutic radiographers/radiation therapists: A european survey of proficiency level and future educational needs

Measuring the Digital Competence of Health Professionals: Scoping Review

“…There was a strong focus on skills in the formulated definitions of digital competence [9,21,22,[25][26][27][28][29][30][31][32][33]35,36,39,40,42,43 [4,10,11,21,24,27,28,[30][31][32][33]36,42,47,49,54,59]. Other papers (6/46, 13%) added that former experiences with digital topics play a crucial role in forming competence [28,31,40,42,43,46].…”

“…The definitions used are either the results of scoping reviews or frameworks where many individual results have been merged (15/46, 33%) [4,10,23,26,28,33,37,42,44,46,48,51,52,59,61]. Alternatively, they are based on other, explicitly named works, such as DigComp 2.2 [7] (4/46, 9%) [22,29,54,56]; the European framework for the digital competence of educators [63] (1/46, 2%) [27]; the technology acceptance model [64] and the unified theory of acceptance and use of technology [65] (1/46, 2%) [11]; the accreditation of competence in information and communication technologies by the government of Catalonia [66] (1/46, 2%) [53]; the Educause Center for Analysis and Research [67] (1/46, 2%) [60]; the General Confidence with Computer Use Scale [68] (1/46, 2%) [32]; the eHealth literacy questionnaire [69] (1/46, 2%) [40]; the eHealth literacy assessment toolkit [70] (1/46, 2%) [34]; the Self-Assessment of Nursing Informatics Competencies Scale [71] (1/46, 2%) [24]; a scale assessing the informatics competencies for nurses [72] (1/46, 2%) [39]; a scale assessing digital literacy with regard to information and communication technology [73] (1/46, 2%)…”

“…Internet use, consisting of navigating the internet, knowledge of various internet sources, and finding and downloading articles, is part of basic computer competence [24,25,28,37,43,52,62]. The users should be able to use and install software [24,28,32,33,37,49,52,62] and especially be able to use information and communication technology, including understanding the basic concepts and components of information and communication technology and designing, creating, integrating, publishing, and revising content [4,9,22,23,27,[35][36][37][38]41,[43][44][45][47][48][49]53,54,56,57,62]. Another part of basic computer competence is file management and comprehensive knowledge of file formats, the creation of documents and folder structure [37,49], and IT security (eg, using passwords and antivirus tools) [22,29,37,38,45,52,54...…”

“…Existing competences can be transferred to eHealth contexts to achieve the foundation for applied digital health skills [46]. Here, one of the largest areas is the use of health applications, meaning the use of various digital health solutions for treatment planning, diagnostics, treatment, processing imaging data, and so on [22,24,33,35,40,42,48,57,58]. This includes the management of electronic patient records [22,24,37,43,49,51,57,58,62], the use of wearables and mobile health apps [30,57], the administration of electronic documentation [4,37], and the use of health information systems [37,52,55,57].…”

“…Here, one of the largest areas is the use of health applications, meaning the use of various digital health solutions for treatment planning, diagnostics, treatment, processing imaging data, and so on [22,24,33,35,40,42,48,57,58]. This includes the management of electronic patient records [22,24,37,43,49,51,57,58,62], the use of wearables and mobile health apps [30,57], the administration of electronic documentation [4,37], and the use of health information systems [37,52,55,57]. In addition, health professionals need skills and knowledge about specific data protection and security requirements of their profession [4,30,48,53].…”