A cross‐sectional study of discipline‐based self‐perceived digital literacy competencies of nursing students

Abstract

AimsThis study offers an empirical exploration of self‐assessed digital competencies of students, most of whom studied in nursing courses, using a discipline‐based self‐assessment survey tool. A range of digital competencies were explored: information and communication technology proficiency and productivity, information literacy, digital creation, digital research, digital communication, digital learning and development, digital innovation, digital identity management and digital well‐being.DesignA cross‐sectional empirical study.MethodsQuantitative data were collected from November to December 2021 via a questionnaire survey administered to students. Quantitative results were reported through descriptive statistical analysis. Mann–Whitney (U‐test) and Kruskal–Wallis non‐parametric statistical tests were used to identify statistically significant differences based on age demographics and pre‐ or post‐registration course. Thematic analysis was utilized for survey open‐ended questions data.ResultsStudents reported low competencies in the following digital literacy dimensions, all of which were imperative for their studies and for their future professional careers: information literacy, digital research, digital innovation. Significant statistical subgroup differences were found between age demographics and pre/post‐registration within most of the digital competence dimensions. The survey open‐ended comments revealed that students encountered challenges around digital skills they had mostly developed via everyday life experiences and trial‐and‐error approaches.ConclusionIncreasing awareness of existing digital gaps and offering tailored digital skills enhancement can empower students as future‐proof evidence‐based practitioners in an evolving digital healthcare landscape.Implications for the Profession and/or Patient CareHighlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare.Impact Offers insights into digital competencies gaps of nursing students. Proposes targeted educational digital skills training interventions. Stresses the value of academic staff supporting nursing students to develop digital skills in important areas of professional practice. Reporting MethodJBI critical appraisal checklist.No patient or public contribution.

Preparation of nursing students in nursing informatics competencies for future healthcare practice environment

“…It was noted that senior students demonstrated higher perceived and actual abilities to nd and evaluate electronic health information (eHealth literacy), compared to junior students, possibly due to the higher academic experiences of senior students [28,29]. However, students still required extra support in domain activities such as organizing and evaluating information, understanding academic integrity issues, sharing information online, discerning between high-and low-quality resources, and referencing, despite intermediate competence levels [29][30][31]. The higher competence levels in information literacy skills among students in year level two to year four in this study, may be a result of teaching nursing-speci c skills in Research modules, such as evaluating reliable information and data, peer-reviewing, searching guidelines, and actionable information.…”