Background: Digital competence is listed as one of the key competences for lifelong learning and is increasing in importance not only in private life but also in professional life. There is consensus within the health care sector that digital competence (or digital literacy) is needed in various professional fields. However, it is still unclear what exactly the digital competence of health professionals should include and how it can be measured. Objective: This scoping review aims to provide an overview of the common definitions of digital literacy in scientific literature in the field of health care and the existing measurement instruments. Methods: Peer-reviewed scientific papers from the last 10 years (2013-2023) in English or German that deal with the digital competence of health care workers in both outpatient and inpatient care were included. The databases ScienceDirect, Scopus, PubMed, EBSCOhost, MEDLINE, OpenAIRE, ERIC, OAIster, Cochrane Library, CAMbase, APA PsycNet, and Psyndex were searched for literature. The review follows the JBI methodology for scoping reviews, and the description of the results is based on the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. Results: The initial search identified 1682 papers, of which 46 (2.73%) were included in the synthesis. The review results show that there is a strong focus on technical skills and knowledge with regard to both the definitions of digital competence and the measurement tools. A wide range of competences were identified within the analyzed works and integrated into a validated competence model in the areas of technical, methodological, social, and personal competences. The measurement instruments mainly used self-assessment of skills and knowledge as an indicator of competence and differed greatly in their statistical quality. Conclusions: The identified multitude of subcompetences illustrates the complexity of digital competence in health care, and existing measuring instruments are not yet able to reflect this complexity.

Background: Digital tools, services, and information in patient care demand new competencies in outpatient care, and the workforce is faced with the need to deal with digitalization. Objective: In a targeted certificate course (Certification of Digitalization Officers in Medical Practices and Psychotherapeutic Practices, Digi-Manager), medical assistants are trained to serve as digitalization officers, enabling them to implement the requirements of digitalized health care within their practices. Methods: As part of an accompanying study, the course is evaluated by the participants, and the change in their digital literacy is recorded. We measured different knowledge, skills, and attitude dimensions at 3 different times—before, during, and after the course—and used ANOVA to examine significant changes. Results: Digi-Managers started the course with an already high self-assessment of their digital literacy. Skills and knowledge increased significantly in all categories (cognitive, technical, ethical, and health information) from the initial to the final measurement, as did self-confidence in the use of general software and hardware. Positive attitude remained stable over the training period, and the course was rated very positively by participants across all areas. Conclusions: Training programs on digital topics for health care professionals are necessary, and this certification course is a role model for successful further education through a mixture of theoretical knowledge transfer and practical application. Especially, the use of a digital maturity model and a digital laboratory was a unique and useful feature. Further research needs to go into alternative assessment methods of digital literacy, as the results suggest that self-assessment measures self-efficacy and confidence, rather than pure competence. Nevertheless, the increase in self-assessed competence suggests that the training was successful.

(1) Background: Data literacy is becoming increasingly important for healthcare professionals in both outpatient care and research. Since healthcare data and the possibilities for its use and misuse are increasing in these areas, healthcare professionals need diverse knowledge regarding the collection, use and evaluation of data. A core component of this is an understanding of the ethical, legal, and social implications (ELSI) of working with health data. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional use of Health Data in the Ruhr Metropolis), the challenge of training in data literacy for different healthcare professionals is addressed. Based on a learning objectives matrix for interprofessional data literacy education, an ELSI concept was developed through collaboration with interprofessional project partners. The study was conducted between December 2024 and April 2025. (3) Results: The foundational structure of the ELSI concept was based on the learning objectives matrix and an unstructured literacy search for ELSI concepts in similar contexts. Using an iterative design-based research approach, a group of experts from different fields (didactics, applied ethics, health sciences, law, sociology, informatics, and psychology) developed an ELSI concept for healthcare professionals. The following categories were identified as crucial: 1. philosophy of science: a basic understanding of science and the hurdles and opportunities; 2. ethics: an overview of the biomedical principles and a technological assessment; 3. law: an overview of the reservation of permission and self-determination; 4. social aspects: an overview of health inequalities and different forms of power relations and imbalances. (4) Conclusions: The ELSI concept can be used in the orientation of healthcare professionals in outpatient care and research—regardless of their profession—to develop data competencies, with the aim of providing a holistic view of the challenges and potential in the collection, use, and evaluation of healthcare data. The DIM.RUHR project’s approach is to develop open educational resources that build on the ELSI concept to teach specific skills at different competence levels.

(1) Background: Each year, significant volumes of healthcare data are generated through both research and care. Since fundamental digital processes cannot function effectively without essential data competencies, the challenge lies in enhancing the quality of data management by establishing data literacy among professionals in outpatient healthcare and research. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional Use of Health Data in the Ruhr Metropolis), a didactic concept for interprofessional data literacy education is developed, structured as a learning objectives matrix. Initially conceived through a literature review, this concept has been continually developed through collaboration with interprofessional project partners. The study was conducted between February 2023 and June 2024. (3) Results: The foundational structure and content of the didactic concept are based on various scientific studies related to general data literacy and the outcomes of an interactive workshop with project partners. Eight distinct subject areas have been developed to encompass the data literacy required in healthcare professions: (1) Fundamentals and general concepts, (2) ethical, legal, and social considerations, (3) establishing a data culture, (4) acquiring data, (5) managing data, (6) analyzing data, (7) interpreting data, and (8) deriving actions. Within these, learners’ data literacy is assessed across the four competency areas: basic, intermediate, advanced, and highly specialized. (4) Conclusions: The learning objectives matrix is anticipated to serve as a solid foundation for the development of teaching and learning modules aimed at enhancing data literacy across healthcare professions, enabling them to effectively manage data processes while addressing the challenges associated with digital transformation.

Zusammenfassung: Ziel der Studie In Deutschland leben etwa 350.000 Menschen mit Störungen der geistigen bzw. intellektuellen Entwicklung. Sie sind bei Kommunikation mit den Leistungserbringenden des Gesundheitswesens auf Unterstützung angewiesen. Ein unzureichender Informationstransfer kann dabei folgenschwer sein. Diese Studie untersucht Erfahrungen, Barrieren und Lösungsansätze in der Kommunikation bei der Versorgung von Menschen mit intellektueller Entwicklungsstörung. Die Potentiale des Einsatzes digitaler Anwendungen zum Informationstransfer sollen eine besondere Betrachtung finden. Methodik Es wurden 13 leitfadengestützte Expert*innen-Interviews mit Betreuenden und medizinisch Versorgenden von Menschen mit intellektueller Entwicklungsstörung geführt. Es wurde eine inhaltlich strukturierende Inhaltsanalyse mit deduktiv-induktiver Kategorienbildung nach Meuser und Nagel durchgeführt. Ergebnisse Die Versorgung von Menschen mit intellektueller Entwicklungsstörung ist geprägt von Zeitmangel und Unsicherheit im Umgang, wenn Erfahrungen im Umgang fehlen. Der Informationstransfer ist geprägt von einer Informationsflut von sehr individuellen Informationen, die mündlich oder schriftlich durch Betreuende weitergegeben werden, sowie von einer passiven Rolle der Patient*innen häufig ohne gezielte Einbindung in die Kommunikation. Hinsichtlich der Potentiale zur Einbindung digitaler Anwendungen zum Informationstransfer zeigt sich eine Kontroverse zwischen Chance und Risiko. Schlussfolgerung Fortbildung im Umgang mit Menschen mit intellektueller Entwicklungsstörungen sowie ausreichende Zeitkontingente sind zentrale Faktoren für erfolgreiche Schnittstellenkommunikation. Externe Arbeiten zeigen, dass Informationstransfer durch digitale Anwendungen unterstützt werden kann, wenn handhabbare und implementierbare technische Ausstattung bereitsteht. Digitale Anwendungen bieten dabei neue Möglichkeiten, mit Menschen mit intellektueller Entwicklungsstörung zu kommunizieren, wie durch die Nutzung von Formaten mit leichter oder bildlicher Sprache. Hierzu bedarf es jedoch anknüpfenden Forschung, welche sich mit der digitalen Kontroverse in dieser Arbeit auseinandersetzt.