Análise da literacia digital de estudantes e trabalhadores da área da saúde
Data
2022-09-27
Autores
Branco, Gilberto Vieira 
Orientadores
Pisa, Ivan Torres
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O Teste de Inteligência Digital em Saúde (TIDs) foi desenvolvido para possibilitar uma autoavaliação das competências digitais necessárias para uma atuação profissional qualificada na área de saúde digital de estudantes e trabalhadores da saúde com base nos perfis de literacia digital disponíveis no modelo de inteligência digital proposto pelo DQ Institute de Singapura. Objetivo: O objetivo deste estudo foi realizar uma análise da literacia digital de estudantes e trabalhadores da saúde para identificar os respectivos perfis de competência digital e estabelecer uma escala de valores para sua mensuração. Métodos: Trata-se de um estudo transversal, descritivo e com enfoque quantitativo. Foi realizada revisão integrativa de literatura nas bases indexadas Pubmed, Eric e Portal de Periódicos Capes, identificados os estudos relevantes e selecionado o framework de inteligência digital como base para o desenvolvimento deste estudo. Para atingir o objetivo principal e os objetivos secundários foram realizadas atividades de tradução e adaptação transcultural, do inglês para a língua portuguesa, das competências do relatório de literacia digital do DQ Institute. As competências estavam organizadas em oito áreas de desenvolvimento e nomeadas da seguinte maneira: identidade digital, uso digital, proteção digital, segurança digital, inteligência emocional digital, comunicação digital, literacia digital e direito digital. Cada competência oferecia três perfis de conhecimento: cidadania digital, criatividade digital e competitividade digital, em conformidade com o framework de literacia digital, habilidades e prontidão do DQ Institute. Foi realizada a organização do texto traduzido em formato de tabela para facilitar a inserção das afirmações traduzidas em banco de dados. Uma vez que a base de dados do instrumento estava pronta, foi iniciado o desenvolvimento computacional do TIDs e do relatório de sinastria digital. Na sequência foram realizadas as etapas de avaliação por especialistas, ajustes e aplicação do teste em sua versão Alfa. Após sua aplicação foi realizada a análise dos resultados, discussão sobre os pontos fortes e fracos identificados, verificação dos ajustes necessários para o desenvolvimento e aplicação da versão Beta. Resultados: Uma plataforma digital foi criada no servidor de rede do Departamento de Informática em Saúde da Escola Paulista de Medicina (EPM) na Universidade Federal de São Paulo (UNIFESP) para armazenar o teste nas versões Alfa e Beta. Em sua primeira aplicação foram obtidos 292 respondentes válidos, alunos do curso de especialização em informática em saúde da UAB/UNIFESP, que responderam a 44 afirmações e tiveram acesso ao relatório com a apresentação do percentual global e específico por perfil, bem como a apresentação dos pontos fortes e fracos relacionados às competências de literacia digital. Na versão Beta foram obtidos 79 respondentes que tiveram a possibilidade de responder 56 afirmações relacionadas à saúde digital e tiveram acesso ao relatório de sinastria digital com apresentação de gráficos dinâmicos e um questionário de avaliação dos resultados obtidos. Foi realizada estatística descritiva quantitativa dos percentuais de atingimento global e específicos nas duas versões e a estatística descritiva qualitativa para apresentar a relação entre as variáveis do teste e as respostas obtidas e os agrupamentos por área de atuação. Conclusão: Foi possível atingir os objetivos definidos e realizar a análise da literacia digital dos estudantes e trabalhadores da saúde, estabelecer uma escala de valores e construir a plataforma para aplicar e armazenar os resultados do TIDs.
The Digital Health Intelligence Test (TIDs) was developed to enable a self-assessment of the digital skills needed for a qualified professional performance in the digital health area of students and health workers based on the digital literacy profiles available in the digital intelligence model proposed by the DQ Institute of Singapore. Objective: The aim of this study was to perform an analysis of the digital literacy of students and health workers to identify their digital competency profiles and establish a scale of values for their measurement. Methods: This is a cross-sectional, descriptive study with a quantitative focus. An integrative literature review was performed in the indexed databases Pubmed, Eric and Portal of Capes Journals, identifying the relevant studies and selecting the digital intelligence framework as the basis for the development of this study. To achieve the main objective and secondary objectives, cross-cultural translation and adaptation activities were conducted, from English to Portuguese, of the competencies of the digital literacy report of the DQ Institute. The competencies were organized in eight areas of development and named as follows: digital identity, digital use, digital protection, digital security, digital emotional intelligence, digital communication, digital literacy, and digital law. Each competency offered three knowledge profiles: digital citizenship, digital creativity, and digital competitiveness, in accordance with the Digital Literacy framework, skills and readiness of the DQ Institute. The translated text was included in table format to facilitate the insertion of the statements translated into a database. Once the instrument database was ready, the computational development of TIDs and digital sinastria report was initiated. Next, the evaluation steps were performed by specialists, adjustments, and application of the test in its Alpha version. After its application, the results were performed, discussion about the identified strengths and weaknesses, verification of the necessary adjustments for the development and application of the Beta version. Results: A digital platform was created on the network server of the Department of Health Informatics of the Paulista School of Medicine (EPM) at the Federal University of São Paulo (UNIFESP) to store the test in alpha and beta versions. In its first application, 292 valid respondents were obtained, students of the specialization course in health informatics at UAB/UNIFESP, who responded to forty-four statements and had access to the report with the presentation of the overall and specific percentage by profile, as well as the presentation of strengths and weaknesses related to digital literacy skills. In the Beta version, seventy-nine valid respondents were obtained who had the possibility to answer fifty-six statements related to digital health and had access to the digital sinastria report with presentation of dynamic graphs and a questionnaire to evaluate the results obtained. Quantitative descriptive statistics of the percentages of global and specific achievement in both versions and qualitative descriptive statistics were performed to present the relationship between the test variables and the responses obtained and the groupings by area of activity. Conclusion: It was possible to achieve the defined objectives and perform the analysis of the digital literacy of students and health workers, establish a scale of values, and build the platform to apply and store the results of TIDs.
The Digital Health Intelligence Test (TIDs) was developed to enable a self-assessment of the digital skills needed for a qualified professional performance in the digital health area of students and health workers based on the digital literacy profiles available in the digital intelligence model proposed by the DQ Institute of Singapore. Objective: The aim of this study was to perform an analysis of the digital literacy of students and health workers to identify their digital competency profiles and establish a scale of values for their measurement. Methods: This is a cross-sectional, descriptive study with a quantitative focus. An integrative literature review was performed in the indexed databases Pubmed, Eric and Portal of Capes Journals, identifying the relevant studies and selecting the digital intelligence framework as the basis for the development of this study. To achieve the main objective and secondary objectives, cross-cultural translation and adaptation activities were conducted, from English to Portuguese, of the competencies of the digital literacy report of the DQ Institute. The competencies were organized in eight areas of development and named as follows: digital identity, digital use, digital protection, digital security, digital emotional intelligence, digital communication, digital literacy, and digital law. Each competency offered three knowledge profiles: digital citizenship, digital creativity, and digital competitiveness, in accordance with the Digital Literacy framework, skills and readiness of the DQ Institute. The translated text was included in table format to facilitate the insertion of the statements translated into a database. Once the instrument database was ready, the computational development of TIDs and digital sinastria report was initiated. Next, the evaluation steps were performed by specialists, adjustments, and application of the test in its Alpha version. After its application, the results were performed, discussion about the identified strengths and weaknesses, verification of the necessary adjustments for the development and application of the Beta version. Results: A digital platform was created on the network server of the Department of Health Informatics of the Paulista School of Medicine (EPM) at the Federal University of São Paulo (UNIFESP) to store the test in alpha and beta versions. In its first application, 292 valid respondents were obtained, students of the specialization course in health informatics at UAB/UNIFESP, who responded to forty-four statements and had access to the report with the presentation of the overall and specific percentage by profile, as well as the presentation of strengths and weaknesses related to digital literacy skills. In the Beta version, seventy-nine valid respondents were obtained who had the possibility to answer fifty-six statements related to digital health and had access to the digital sinastria report with presentation of dynamic graphs and a questionnaire to evaluate the results obtained. Quantitative descriptive statistics of the percentages of global and specific achievement in both versions and qualitative descriptive statistics were performed to present the relationship between the test variables and the responses obtained and the groupings by area of activity. Conclusion: It was possible to achieve the defined objectives and perform the analysis of the digital literacy of students and health workers, establish a scale of values, and build the platform to apply and store the results of TIDs.
Descrição
Citação
BRANCO, G V. Análise da literacia digital de estudantes e trabalhadores da área da saúde. São Paulo, 2022. 106 f. Dissertação (Mestrado em Gestão e Informática em Saúde) - Escola Paulista de Medicina (EPM), Universidade Federal de São Paulo (UNIFESP). São Paulo, 2022.