Mākslas terapeitu digitālās kompetences nozīmīguma un īstenojamības pašnovērtējums
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Date
2023
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
COVID-19 pandēmija ieviesa lielas pārmaiņas gandrīz vienas nakts laikā, kad psiholoģiskās palīdzības sniedzējiem bija jāpielāgo tehnoloģijas, kā primāro un būtisko pakalpojuma sniegšanas platformu (Gretchen & McDonald, 2020), jo mākslas terapeiti līdz pandēmijas sākšanās sesijas vadīja klātienē un digitālās kompetences jautājums nebija tik aktuāls kā tas ir pašlaik.
Teorētiskais modelis uz kuru balstās pētījums ir Jeļenas Fantalovas (Fantalova, 2015) vērtību konfliktu teorija, kas palīdz skaidrot mākslas terapeitu digitālās kompetences nozīmīguma un īstenojamības pašvērtējumu. Darbā digitālā kompetence tiek aplūkota kā vērtība. Otrais pīlārs uz kuru balstās teorētiskais modelis ir DigiComp 2.1. Iedzīvotāju digitālo kompetenču ietvaru (Carretero, Vuorikari, & Punie, 2017), kas digitālās kompetences iedala 5 jomās ar 21 prasmi un 8 apguves līmeņiem, jo DigiComp sniedz ieskatu, kas ir digitālā kompetence un no kādām prasmēm tā veidojas, no kura arī ir veidots oriģinālais instrumentārijs, kas tika pielietots pētījumā un balstoties uz faktoranalīzes datiem tika uzlabots, kā arī pētījuma ietvarā tika aprēķināts digitālās kompetences nozīmīguma un īstenojamības pašnovērtējuma un to atšķirību rādītājus.
Pētījumā tika piemērots kvantitatīvā pētījuma dizains. Dizaina būtība – nodrošināt, lai iegūtie pierādījumi ļautu atbildēt uz pētījuma jautājumu, atbilstu pētījuma mērķim. Pētījuma izlase ir 202 respondenti un sastāv no mākslas terapeitiem (n = 47), psihologiem (n = 43) un Latvijas iedzīvotājiem (n = 112) vecuma posmā no 22-72 gadiem. Pētījumā tika pielietota “Digitālās kompetences pašnovērtējuma aptauja” (Bergmane un Mārtinsone, 2022). Pētījuma procedūra sastāv no diviem posmiem. Pirmais posms ir sagatavošanās posms, kur tika veikta pantu precizēšana un ekspertu vērtējums – instrumenta saprotamībai un atbilstībai, otrajā posmā tika veikta datu analīze un interpretācija.
Galvenie pētījuma rezultāti liecina, ka aptaujai ir stabila, saglabājot oriģinālaptaujas 5 skalas (faktoru svari 0,42-0,847), kā arī skalu nosaukumus. Mākslas terapeiti kā ļoti nozīmīgu digitālo kompetenci bija novērtējuši “Drošību” (Mdn rādītājs 4,6, IQR – robežās starp 2,09 un 5,00 Likerta skalā), savukārt kā drīzāk īstenojama digitālā kompetence tika atzīta “Komunikācija” un “Sadarbība digitālajā vidē” (Mdn rādītājs 4,1, IQR – robežās starp 1,71 un 5,00 Likerta skalā). Statistiski nozīmīgas nozīmīguma un īstenojamības atšķirības uzrādīja visās piecās skalās, bet “Drošības” skalā vērojama visaugstākie atšķirības rādītāji (T = -5,22; p < 0,001).
Var secināt, ka pētījuma rezultāti norāda uz to, ka mākslu terapeiti digitālo kompetenci vērtē kā nozīmīgu, bet nespēj pilnvērtīgi to īstenot, kas nozīmē, ka būtu jāpilnveido savas
4
digitālās kompetences, lai spētu pielietot tās ne tikai profesionālajai darbībai, bet arī ikdienā sabiedrībā.
Atslēgas vārdi: digitālā kompetence, īstenojamība, mākslas terapeits, mijiedarbība, nozīmīgums.
The COVID-19 pandemic introduced a major change almost overnight when psychological support providers had to adapt technology as a primary and essential service delivery platform (Gretchen & McDonald, 2020), as art therapists conducted face-to-face sessions before the pandemic and digital competence was less of an issue than it is now. The theoretical model on which the study is based is Jelena Fantalova's (Fantalova, 201) value conflict theory, which helps to explain art therapists' self-assessment of the importance and attainability of digital competence. In the thesis, digital competence is considered as a value. The second pillar on which the theoretical model is based is the DigiComp 2.1 Citizens' Digital Competence Framework (Carretero, Vuorikari, & Punie, 2017), which divides digital competence into 5 domains with 21 skills and 8 levels of proficiency, as DigiComp provides insight into what digital competence is and what skills it consists of, from which the original questionnaire that was applied in the study and refined based on factor analysis data was also constructed and the self-assessed importance and attainability of digital competence and its differences were measured in the framework of the study. The study will apply a quantitative research design. The focus of the design is to ensure that the evidence obtained will answer the research question, meet the research aim. The study sample is 202 respondents therapists (n =47), psychologists (n = 43) and Latvian residents (n = 112) aged 22-72. The study will use the “Digital competence self-assessment survey”, instrument developed by Tatjana Bergmane and Kristine Martinsone in 2022 (Bergmane and Martinsone, 2022). The research procedure consists of two phases. The first phase is the modification of the articles and the expert evaluation - for the comprehensibility and relevance of the questionnaire. The second phase of the study is data analysis and interpretation were conducted. The main results of the study show that the survey is stable, retaining the 5 scales of the original survey (factor weights 0.42-0.847) as well as the titles of the scales. The titles are the same as in the original survey. Art therapists rated “Safety” as a very important digital competence (Mdn score 4.6, IQR between 2.09 and 5.00 on the Likert scale), while “Communication and collaboration in digital environment” was rated as a rather important digital competence (Mdn score 4.1, IQR between 1.71 and 5.00 on the Likert scale). All five scales showed statistically significant differences in importance and attainability, but the Security scale showed the highest difference (T = -5.22; p < 0.001). It can be concluded that the results of the study indicate that art therapists rate digital competence as important but are not able to fully implement it, which means that they should 6 improve their digital competence to be able to apply it not only to their professional work but also in their everyday life in soc
The COVID-19 pandemic introduced a major change almost overnight when psychological support providers had to adapt technology as a primary and essential service delivery platform (Gretchen & McDonald, 2020), as art therapists conducted face-to-face sessions before the pandemic and digital competence was less of an issue than it is now. The theoretical model on which the study is based is Jelena Fantalova's (Fantalova, 201) value conflict theory, which helps to explain art therapists' self-assessment of the importance and attainability of digital competence. In the thesis, digital competence is considered as a value. The second pillar on which the theoretical model is based is the DigiComp 2.1 Citizens' Digital Competence Framework (Carretero, Vuorikari, & Punie, 2017), which divides digital competence into 5 domains with 21 skills and 8 levels of proficiency, as DigiComp provides insight into what digital competence is and what skills it consists of, from which the original questionnaire that was applied in the study and refined based on factor analysis data was also constructed and the self-assessed importance and attainability of digital competence and its differences were measured in the framework of the study. The study will apply a quantitative research design. The focus of the design is to ensure that the evidence obtained will answer the research question, meet the research aim. The study sample is 202 respondents therapists (n =47), psychologists (n = 43) and Latvian residents (n = 112) aged 22-72. The study will use the “Digital competence self-assessment survey”, instrument developed by Tatjana Bergmane and Kristine Martinsone in 2022 (Bergmane and Martinsone, 2022). The research procedure consists of two phases. The first phase is the modification of the articles and the expert evaluation - for the comprehensibility and relevance of the questionnaire. The second phase of the study is data analysis and interpretation were conducted. The main results of the study show that the survey is stable, retaining the 5 scales of the original survey (factor weights 0.42-0.847) as well as the titles of the scales. The titles are the same as in the original survey. Art therapists rated “Safety” as a very important digital competence (Mdn score 4.6, IQR between 2.09 and 5.00 on the Likert scale), while “Communication and collaboration in digital environment” was rated as a rather important digital competence (Mdn score 4.1, IQR between 1.71 and 5.00 on the Likert scale). All five scales showed statistically significant differences in importance and attainability, but the Security scale showed the highest difference (T = -5.22; p < 0.001). It can be concluded that the results of the study indicate that art therapists rate digital competence as important but are not able to fully implement it, which means that they should 6 improve their digital competence to be able to apply it not only to their professional work but also in their everyday life in soc
Description
Mākslas terapija
Art Therapy
Veselības aprūpe
Health Care
Art Therapy
Veselības aprūpe
Health Care
Keywords
digitālā kompetence, īstenojamība, mākslas terapeits, mijiedarbība, nozīmīgums., art therapist, attainability, digital competence, importance.