From knowledge acquisition to digital practice: Testing a prototype teaching module as a knowledge asset among nurse educators in the Republic of Maldives- A mixed method Study
DOI:
https://doi.org/10.24191/q9302n78Keywords:
Technological pedagogical content knowledge, TPACK, Nurse Educators, Nursing KnowledgeAbstract
Digital transformation in higher education depends not only on access to technologies but on educators’ capacity to integrate technological, pedagogical and disciplinary knowledge and translate that knowledge into practice. This study reframed Technological Pedagogical Content Knowledge (TPACK) as a professional knowledge asset and examined how a structured TPACK-N faculty-development intervention supported knowledge acquisition and subsequent digital teaching practice among nurse educators. An explanatory sequential mixed-methods design was used. In the quantitative phase, 118 nurse educators were randomised equally to intervention and control groups (n = 59 each). The intervention group completed a six-hour TPACK-N module and applied redesigned lessons over 12 weeks; the control group continued usual teaching. TPACK knowledge was measured using the 28-item TPACK.xs. The explanatory qualitative phase comprised five focus groups with 30 intervention educators. Baseline overall TPACK scores were comparable (106.12 vs. 105.37, p = .793). The intervention group demonstrated a greater mean gain than controls (17.07 vs. 4.71); an independent-samples t test showed a between-group change difference of 12.36 points, 95% CI [8.07, 16.64], t(99.11) = 5.726, p < .001, d = 1.054. Qualitative findings showed increased pedagogical confidence, purposeful integration of content, pedagogy and technology, and context-sensitive application,while time, infrastructure, technological readiness and continued support influenced utilisation. Integrated findings indicate a progression from knowledge acquisition to integration and digital practice, suggesting that TPACK-N can develop a professional knowledge asset whose sustained use depends on organisational support and continued renewal.
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