Perceptions of digital technology in nursing education: A qualitative study

Meum, Torbjørg; Koch, Therese Brastad; Briseid, Hanne Synøve; Vabo, Grete; Rabben, Jannicke

doi:10.1016/j.nepr.2021.103136

Cited by 23 publications

(17 citation statements)

References 13 publications

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“…[45] Nursing faculty are expected to make changes to their programs to help students acquire the skills needed for the digitalised nursing profession. [46,47] The study's limitations include a small sample of the participants who completed the research instrument, and only the first nursing students participated in this study. This might limit the generalisation of the findings.…”

Section: Discussionmentioning

confidence: 99%

First-year nursing students’ digital literacy: A cross-sectional study

Harerimana

Duma²,

Mtshali³

2022

JNEP

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Background: The digital world is rapidly changing, and so do the required digital skills. As physical devices and software are adapted to meet new possibilities and demands, individuals’ skills must adapt to technological advancement. Digital literacy is increasingly used in the public discourse, becoming a core requirement of students, academics, patients and healthcare professionals. Assessing nursing students’ digital literacy at the entry-level is vital to ascertain their abilities to use digital technologies. This study aimed to assess basic digital literacy among first-year nursing students at a selected university in South Africa.Methods: This cross-sectional study was conducted from 1st March 2019 to 31st May 2019 at a university in South Africa. The population consisted of 82 nursing students from the first-year students in the 4-year nursing programme. The convenience sampling technique was used to determine the participants of this study, and 76 respondents completed a structured questionnaire. Data were analysed descriptively using the Statistical Package for Social Sciences (SPSS®) software (version 25) from the International Business Machines Corporation (IBM®). A reliability test of the instrument was conducted, and Cronbach Alpha was 0.85.Results: The students’ digital literacy included: (i) basic computer skills — performing basic computer operations, MS Word and PowerPoint; (ii) internet skills — using e-mail, Moodle®, social media platforms, accessibility to the internet; and internet searches (iii) digital device usage — desktop, laptops, tablets and smartphones. Overall, the mean for internet skills was 3.61 (SD = ±0.62), 3.11 (SD = ±0.85) for computer skills, and 3.00 (SD = ±0.47) for digital device usage. Computer skills was positively correlated with internet skills (r = 0.278, p = .012) and computer skills corrected with digital device usage (r = 0.384, p < .001). The overall score for internet skills was higher in the female group than in males, with the mean of 4.00 (SD = ±0.62) and 3.61 (SD = ±0.54), respectively (t74 = -0.405, p = .019). Furthermore, the overall score for digital device usage was higher in the age group of 20 years and above with a mean of 3.19 (SD = ±0.38) than in the age group under 20 with a mean of 2.90 (SD = ±0.48), and those differences were statistically significant (t74 = -2.420, p = .018).Conclusions: An adequate digital literacy at the entry-level of the nursing programme is a foundation and a critical factor to academic success and future use of technology in nursing education and practice. Having adequate digital literacy among nursing students would positively impact their ability to perform electronic documentation, communicate and collaborate, and search for information to support evidence-based practice.

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Section: Discussionmentioning

confidence: 99%

First-year nursing students’ digital literacy: A cross-sectional study

Harerimana

Duma²,

Mtshali³

2022

JNEP

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“…We gathered 132 questionnaires, above the figures suggested by other authors [22,24]. The response rate received was also higher than the figures stated in other studies [5,7]. Our sample was a convenience sample of nursing students, with a mean of 18.5 years.…”

Section: Size and Composition Of The Samplementioning

confidence: 82%

“…Nursing students have a unique perspective on how digital technologies can support learning in clinical practice [ 4 ]. Digital technology provides new opportunities to support teaching and learning [ 5 ]. Incorporating digital tools to help learn is essential to support the delivery of content and the use of technology by students [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Use of Digital Technology as a Collaborative Tool among Nursing Students—Survey Study and Validation

Fischer-Suárez

Lozano-Paniagua

García-González

et al. 2022

IJERPH

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Background: This research aimed to develop a questionnaire to analyze perceived aspects of using digital technology among nursing students as a collaborative tool. We further sought to evaluate the psychometric reliability of the instrument. Methods: A cross-sectional observational study was performed using a questionnaire developed from scratch. Psychometric studies and univariate and bivariate analyses were performed. Results: 132 nursing students participated. The exploratory and confirmatory analyses of the questionnaire excluded 4 of the initial 18 items and established four domains, and internal consistency was found. The mean global score of the answers to the questionnaire was 4.67 on a scale of 1–5 points, and all the domains obtained high scores. Men scored higher on the usefulness and the global score, while no differences were found regarding age. Conclusions: Nursing students positively assess the use of digital technology as a collaborative tool, regardless of age. Digital technology as a collaborative tool is perceived as beneficial, improves their involvement, and allows nursing students to obtain a better knowledge of their partners. These findings can help develop group projects and tools based on technology to train future nursing professionals. The questionnaire developed is a valid tool to assess this.

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“…Another study of Iran-based university students during the COVID-19 pandemic [ 11 ] found that digital competence was positively correlated not only with academic engagement but also with informal digital learning, described as self-controlled, self-directed learning that is not usually classroom-based or directed through formal educational institutions. The importance of digital competence to allow uptake of digital technologies in nursing education was further described by Meum et al [ 27 ] in a qualitative study, which highlighted the benefits of using digital educational platforms.…”

Section: How Digital Competence Affects Cme Uptakementioning

confidence: 99%

The Role of Digital Competence in CME Uptake: A Short Communication

Aminu¹,

Phillips²,

Kolanko³

2021

Journal of European CME

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The digitisation of society has reached almost every facet of our daily lives. The COVID-19 pandemic has further showcased the role of information and communications technology (ICT) in society and so much so in continuing medical education (CME). This has provided the CME industry with remarkable opportunities to design better educational programmes and reach more audiences. However, for healthcare professionals to take full advantage of these developments, they need to be digitally competent, at least at a basic level. While digital competence influences CME uptake in the internet age, several factors, in turn, can influence digital competence. These factors come from both within and outside the influence of healthcare professionals and educators. In this article, we explore how digital competence influences CME uptake and recommend ways to improve digital competence among healthcare professionals.

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Perceptions of digital technology in nursing education: A qualitative study

Cited by 23 publications

References 13 publications

First-year nursing students’ digital literacy: A cross-sectional study

First-year nursing students’ digital literacy: A cross-sectional study

Use of Digital Technology as a Collaborative Tool among Nursing Students—Survey Study and Validation

The Role of Digital Competence in CME Uptake: A Short Communication

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