数字能力对护理教育工作者教学创新的影响：人工智能准备的调节作用

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-04-08 DOI:10.1016/j.nepr.2025.104367

Maha Gamal Ramadan Asal , Samira Ahmed Alsenany , Nadia Waheed Elzohairy , Ahmed Abdelwahab Ibrahim El-Sayed

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引用次数: 0

摘要

目的调查护士教育工作者的数字能力、人工智能准备和教学创新之间的关系，特别关注人工智能准备的调节作用。数字能力对护士教育工作者至关重要，支持技术整合和促进教学创新。人工智能准备进一步增强了这种创新，培育了动态学习环境。然而，关于数字能力和人工智能准备如何共同影响护士教育工作者的教学创新的研究仍然有限。DesignCross-sectional研究。方法收集埃及各护理学院600名护士教育工作者的数据。经过验证的量表测量了数字能力、人工智能准备程度和教学创新。采用Pearson相关、多元回归和适度分析对研究假设进行检验。结果教学创新、数字化能力（r = 0.546,p <； 0.01）与人工智能准备（r = 0.530,p <； 0.01）呈显著正相关。数字能力（B = 0.558, p <； 0.001）和人工智能准备（B = 0.580, p <； 0.001）显著预测教学创新。人工智能准备调节了这一关系（B = 0.199, p <； 0.001，ΔR²= 0.0057），放大了人工智能准备水平较高时的影响（B = 0.66, p <； 0.001）。结论数字化能力和人工智能准备在促进教学创新中起着关键作用。通过有针对性的培训加强人工智能准备，可以促进护理教育中数字工具的采用。至关重要的是，修订课程和护士教育工作者的学术标准，将人工智能能力纳入其中，通过有针对性的培训和基础设施改善，确保人工智能和数字工具在护理教育中的有效整合。

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The impact of digital competence on pedagogical innovation among nurse educators: The moderating role of artificial intelligence readiness

Aim

To investigate the relationships between digital competence, AI readiness and pedagogical innovation among nurse educators, with a specific focus on the moderating role of AI readiness.

Background

Digital competence is vital for nurse educators, supporting technology integration and promoting pedagogical innovation. AI readiness further enhances this innovation, fostering dynamic learning environments. However, research on how digital competence and AI readiness together have an impact on pedagogical innovation among nurse educators remains limited.

Design

Cross-sectional study.

Methods

Data were collected from 600 nurse educators across various nursing faculties in Egypt. Validated scales measured digital competence, AI readiness and pedagogical innovation. Pearson correlation, multiple regression and moderation analyses were used to test study hypotheses.

Results

Significant positive correlations were found between pedagogical innovation, digital competence (r = 0.546, p < 0.01) and AI readiness (r = 0.530, p < 0.01). Digital competence (B = 0.558, p < 0.001) and AI readiness (B = 0.580, p < 0.001) significantly predicted pedagogical innovation. AI readiness moderated this relationship (B = 0.199, p < 0.001, ΔR² = 0.0057), amplifying the effect at higher levels of AI readiness (B = 0.66, p < 0.001).

Conclusion

Digital competence and AI readiness play critical roles in promoting pedagogical innovation. Strengthening AI readiness through targeted training can enhance digital tools adoption in nursing education. It is crucial to revise academic standards for curricula and nurse educators to include AI competence, ensuring effective integration of AI and digital tools in nursing education through targeted training and infrastructure improvements.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.