Nurse educators’ competence and use of digital education technology at selected nursing education institutions in Nigeria

Abstract

The use of digital education technology has permeated educational settings and its use has become compelling for educators in nurse training. The competence of educators is however paramount for the appropriate use of the technology in the teaching and learning process. The study aimed to explore the pedagogical competence and use of digital education technology among nurse educators in Nigerian nursing education institutions. Qualitative methods were followed and in-depth interviews using one broad question and probing questions. Twelve nurse educators were purposively sampled across five nursing education institutions. Interviews were recorded, transcribed, and imported into Atlas.ti version 23 software for data analysis. Ethical clearance was obtained from the Research Ethics Committee of the University of the Western Cape. Most participants were female. Participants’ average age was approximately 41 years and their experience approximately 11 years. The data generated seven themes and twenty two categories related to pedagogical, digital and ethical competence as follows: Characteristics, qualities, and or roles of nurse educators; student roles and responsibilities in the learning process; educators’ understanding, philosophy, use and experience, and learning needs related to digital education technology; use of digital education technology in clinical education and administration in the current and future digital era; digital education technology utility; educators and students’ competence and use of digital education technology; and promotors and inhibitors of ethical competence. Students and educators used digital education technology in the teaching and learning process, but educators are lagging with an urgent need for digital literacy, provision of devices, and skills to address ethical issues for users in education