Factors Related to The Digital Competence of Nursing Teachers at A Private University in Peru

Pérez-Nazario C.B.; Rodríguez-Cruz L.D.; Diaz-Manchay R.J.; Cervera-Vallejos M.F. · Revista Cubana de Informacion en Ciencias de la Salud (2025)

Resumen

Introduction: During the COVID-19 pandemic, the use of technology in teaching increased, which reinforced the digital competence of teachers. However, there are associated factors that may influence its limited use in educational practice. Objective: To identify digital competence and its relationship with sociodemographic and academic factors and the dimensions of digital competence: information and information literacy, communication and collaboration, digital content creation, security and problem solving of nursing teachers at a private university in Peru. Methods: This is a non-experimental, cross-sectional and correlational study design with a population of 60 teachers. The information was collected through an online questionnaire with Cronbach's Alpha of 0.8 and factor analysis above 0.5 and 0.70. For data analysis, Rho Spearman and chi-square correlations were calculated. Results: Among the results, it was found that 50% had fair digital competence (2.15). The digital content creation dimension was the lowest with a mean of 1.88 ± 0.64 (very little). Conclusions: There is no relationship between sociodemographic and academic factors and the dimensions of digital competence in nursing teachers. Training in the tools and didactic use of technologies is suggested so that they improve their digital competence, and apply it in the teaching-learning process with an impact on their students.

Instituciones: Universidad Católica Santo Toribio de Mogrovejo