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Introduction <p>Digital skills are among the key qualifications for teachers in the nursing sector. This study examines the extent to which the digital skills of nursing professionals in different fields of activity differ and what implications can be derived from the clustering for target group-specific continuing education and training.</p> Method <p>In a&#xa0;webinar 194 people were surveyed using self-assessment along the five digital competence dimensions of the European Union. In addition, an open validation question on the search strategy used was integrated. The evaluation was carried out using two-step cluster analysis, t‑tests and qualitative content analysis.</p> Results <p>The survey identified two clearly distinguishable clusters. Cluster&#xa0;1 (<i>n</i> = 67) consistently showed higher digital competence values (average difference value = 1.05). The qualitative evaluation confirmed more structured, theory-driven search strategies in this cluster. Cluster&#xa0;2 (<i>n</i> = 82) showed a&#xa0;stronger tendency toward intuitive, less valid search strategies. Younger participants were disproportionately represented in cluster&#xa0;1.</p> Discussion <p>The results illustrate a&#xa0;heterogeneous level of digital competence within the target group. While cluster&#xa0;2 primarily reveals fundamental qualification requirements in several digital competence dimensions, the continuing education requirements in cluster&#xa0;1 primarily concern in-depth and specialized areas of competence. The results underscore the need for targeted qualification measures and a&#xa0;more systematic curricular anchoring of digital skills in training, continuing education and further education courses in the nursing context.</p>

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Digitale Kompetenzprofile in der Pflege: Clusteranalytischer Ansatz für zielgruppenspezifische Fortbildungsmaßnahmen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月27日

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  • Tim Tischendorf,
  • Tom Schaal,
  • Martina Hasseler

摘要

Introduction

Digital skills are among the key qualifications for teachers in the nursing sector. This study examines the extent to which the digital skills of nursing professionals in different fields of activity differ and what implications can be derived from the clustering for target group-specific continuing education and training.

Method

In a webinar 194 people were surveyed using self-assessment along the five digital competence dimensions of the European Union. In addition, an open validation question on the search strategy used was integrated. The evaluation was carried out using two-step cluster analysis, t‑tests and qualitative content analysis.

Results

The survey identified two clearly distinguishable clusters. Cluster 1 (n = 67) consistently showed higher digital competence values (average difference value = 1.05). The qualitative evaluation confirmed more structured, theory-driven search strategies in this cluster. Cluster 2 (n = 82) showed a stronger tendency toward intuitive, less valid search strategies. Younger participants were disproportionately represented in cluster 1.

Discussion

The results illustrate a heterogeneous level of digital competence within the target group. While cluster 2 primarily reveals fundamental qualification requirements in several digital competence dimensions, the continuing education requirements in cluster 1 primarily concern in-depth and specialized areas of competence. The results underscore the need for targeted qualification measures and a more systematic curricular anchoring of digital skills in training, continuing education and further education courses in the nursing context.