[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600085-105":3,"doc-detail-600085-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","digital-literacy-in-uk-health-education-what-can-be-learnt-from-international-research","Digital Literacy in UK Health Education - What Can Be Learnt from International Research","","A systematic review examines the extent and themes of international research on digital literacy in health education programmes, focusing on pre-registration professional tracks. It identifies key areas such as educator and workforce digital literacy, limits to adoption of technical skills, information literacy, curriculum and institutional infrastructure or personal access, preparedness for academia, and concerns about digital skills use. The review concludes that higher education programmes and academics must address these gaps to strengthen the future healthcare workforce’s digital literacy, especially after COVID-19.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/digital-literacy-in-uk-health-education-what-can-be-learnt-from-international-research/600085/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/digital-literacy-in-uk-health-education-what-can-be-learnt-from-international-research/600085.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What workforce need drives the focus on digital literacy in UK health education?","Question",{"text":63,"@type":64},"The ambition for the UK to become a global leader in HealthTech requires a future workforce with developed digital literacy. The COVID-19 shift toward online learning further increases the need to reinvent traditional teaching methods.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the systematic review conducted and what was included?",{"text":68,"@type":64},"A systematic review used a mix of Boolean search terms across twelve education and health journal databases. Papers were selected based on specificity to digital literacy in health education pre-registration professional programmes, ending with 47 papers for thematic analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"Which themes emerged from the included research?",{"text":72,"@type":64},"The thematic analysis highlighted digital literacy of educators and the workforce, barriers to adoption of technical skills, information literacy, curriculum requirements, infrastructure or personal access, preparedness for entering academia, concerns about using digital skills, personalised experiences, communication skills, competency frameworks, and COVID-19 and social media.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600085,1792191696,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Digital Literacy in UK Health Education: What Can Be Learnt from  \nInternational Research?  \nBarry Matthews  \nUniversity of Gloucestershire, United Kingdom  \nORCID: 0000-0001-7605-0694  \nReceived: 9 Mar 2021 Accepted: 8 May 2021  \nAbstract  \nIntroduction: To meet the ambition of the UK becoming the global leader in health technology, the future workforce needs to have a developed digital literacy. The influence of the COVID-19 pandemic on the move to online learning has also increased the requirement for a reinvention of traditional teaching methodologies (Sá & Serpa, 2020) .  \nMethodology: A systematic review was conducted using a mix of Boolean search terms in twelve education and health journal databases to discover the extent of current international research of digital literacy in health programmes. Papers were selected for their specificity to digital literacy in health education pre-registration professional programmes.  \nResults: The initial search included 5359 papers, 3925 after duplicates removed, 134 remained after title review which were then input into Covidence for full reading, finally 47 papers being included for thematic analysis. This thematic analysis identified a number of key themes within these papers: digital literacy of the educator, digital literate workforce, technical skills limit adoption, information literacy, a curriculum requirement in education, institutional infrastructure or personal access, preparedness for entering academia, concerns over the use of digital skills, personalised digital literacy experience, increased communication skills with digital literacies, competency frameworks, COVID-19 and social media in education.  \nConclusion: This research identifies areas of good practice and areas that need to be considered in higher education programmes and by academics to ensure the digital literacy of the future healthcare workforce.  \nKeywords: health education, digital literacy, digital skills, technology enhanced teaching, health care, higher education  \nINTRODUCTION  \nA recent review commissioned by Health Education England (HEE) considered the evolving workforce in the National Health Service (NHS) (Topol, 2019) . This report focused on the changes concerning the digital literacy requirements of the health workforce and makes predictions about the use of technology in healthcare towards 2040. These predictors require that the digital literacy levels need to increase significantly in the health care workforce prior to 2026. The Department for Health & Social Care (DHSC) have the ambition of the UK becoming the global leader in HealthTech (DHSC, 2018) . To achieve this goal the DHSC describe the requirement for digital competence and the need for digital leaders to drive the workforce forward in this goal.  \nThe HEE and the Royal College of Nursing (RCN) discuss how those with a developed digital literacy have amore positive attitude to adopting new technologies, and with the fast pace of technological advancement the entire health workforce needs to be prepared (HEE & RCN, 2017) . For the continued delivery of  \ncontemporary care, it is imperative that the health workforce is given the opportunity to learn and develop a digital literacy (Kennedy & Yaldren, 2017) .  \nThe NHS England and DHSC commissioned Wachter Report (2016) considered the educational requirements of the workforce. This report recommends that an allocation of £42 million be dedicated to the education of the current staff, 1% of the £4.2 billion planned budget for the digitalisation of the NHS. This report puts emphasis on the likelihood of failure of a digital health service without satisfactory financial and time investments into the training and development of the workforce who are going to be using it. The progress of technology in health care is still a vital component in the realisation of the NHS Long Term Plan (NHS, 2019); denoting again the importance of giving the staff that use technology the skills they need. ","cbCaijBzh8izDHaC","https://ap.wps.com/l/cbCaijBzh8izDHaC","pdf",416415,16,"English","# Abstract\n# Introduction\n# Digital Literacy in Health Education\n## Digital literacy requirements and curriculum integration\n## Continuing professional development and workforce readiness","[{\"question\":\"What workforce need drives the focus on digital literacy in UK health education?\",\"answer\":\"The ambition for the UK to become a global leader in HealthTech requires a future workforce with developed digital literacy. The COVID-19 shift toward online learning further increases the need to reinvent traditional teaching methods.\"},{\"question\":\"How was the systematic review conducted and what was included?\",\"answer\":\"A systematic review used a mix of Boolean search terms across twelve education and health journal databases. Papers were selected based on specificity to digital literacy in health education pre-registration professional programmes, ending with 47 papers for thematic analysis.\"},{\"question\":\"Which themes emerged from the included research?\",\"answer\":\"The thematic analysis highlighted digital literacy of educators and the workforce, barriers to adoption of technical skills, information literacy, curriculum requirements, infrastructure or personal access, preparedness for entering academia, concerns about using digital skills, personalised experiences, communication skills, competency frameworks, and COVID-19 and social media.\"}]","Digital Literacy in UK Health Education - What Can Be Learnt from International Research | PDF",1792090002,40,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":98,"slug":125},"Healthcare","healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},19,"General","general"]