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Edutech-Based Formative Assessment and Teaching Competencies in Nursing Education
Sujin Shin1, Eunmin Hong, Miji Lee
1Author's Affiliation: College of Nursing, Ewha Womans University, Seodaemun-gu, Seoul, Republic of Korea (Drs Shin, Hong and Miji Lee, and Ms Minjae Lee) and Department of Nursing, Wonkwang University, Iksan, Republic of Korea (Dr Hong).
Nurse Educator
|February 25, 2025
Summary
Edutech-based formative assessment (EFA) offers benefits in nursing education but faces barriers like time and digital literacy. Training is crucial to enhance nurse educators' technological pedagogical content knowledge (TPACK) and improve teaching quality.
Area of Science:
- Nursing Education
- Educational Technology
- Digital Learning
Background:
- The integration of education and technology (Edutech) is increasingly significant in modern education.
- Edutech enhances learning experiences and assessment methods.
Purpose of the Study:
- To explore the current state of formative assessment in nursing education.
- To identify factors influencing technological pedagogical content knowledge (TPACK) competencies among nurse educators.
Main Methods:
- A survey was conducted online with 216 novice nurse educators in South Korea.
- Participants had less than 5 years of teaching experience.
Main Results:
- 27.3% of participants utilized Edutech-based formative assessment (EFA).
- EFA benefits include immediate feedback and accessibility, but barriers include insufficient time, technical issues, and low digital literacy.
- Graduate nursing education, EFA experience, and age were linked to higher TPACK competencies.
Conclusions:
- Implementing Edutech in nursing education improves assessment processes.
- Comprehensive technological training and support are vital for enhancing digital literacy and TPACK.
- Tailored educational strategies are needed to address diverse technological abilities and improve teaching quality.
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