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Updated: May 26, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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).
Background:
The integration of education and technology (Edutech) has become significant in education.
Purpose:
To explore the current state of formative assessment in nursing education and factors influencing technological pedagogical content knowledge (TPACK) competencies.
Methods:
A total of 216 novice nurse educators with <5 years of teaching experience in South Korea were surveyed online.
Results:
Among these participants, 27.3% used EFA (Edutech-based formative assessment), highlighting its benefits in providing immediate feedback and accessibility, yet faced insufficient time, technical issues and insufficient digital literacy as significant barriers. Completion of nursing education courses in a graduate program, EFA experience, and age were associated with TPACK competencies.
Conclusion:
Implementing Edutech improves assessment processes and highlights the critical need for comprehensive technological training and support to improve digital literacy and TPACK competencies. Effective educational strategies tailored to the diverse technological abilities of nurse educators are needed for enhancing overall teaching quality.
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