Department of Nursing, Centre for Digital Transformation of Health, The University of Melbourne, Victoria 3010, Australia.
Centre for Digital Transformation of Health, The University of Melbourne, Victoria 3010, Australia.
Nurse Educ Today. 2022 Apr;111:105308. doi: 10.1016/j.nedt.2022.105308. Epub 2022 Feb 22.
To build complex digital skills and capability required by digitally-driven work environments, we must first understand nursing students' baseline digital literacy if educators are to develop a fit for purpose curriculum underpinned by digital health technologies.
To determine first-year pre-registration nursing students' perceived baseline digital literacy before their first clinical placement.
Prospective cohort study.
Two universities in Australia in 2020.
Students enrolled in pre-registration nursing programs at Bachelor's and Master's level.
Participants (N = 205) completed an online 27-item survey composed of a Likert-type scale, forced-choice items, and open-ended questions. Data were analyzed with descriptive statistics.
Participants engaged with digital technology early in life, with 49.75% students using some form of digital technology before ten years of age. Students reported the highest daily use of technology to search the internet for information (92%), online social networking (68.3%) and watching videos (67%). Most students expressed the least confidence in identifying different types of portable storage devices (24.1% Master's students; 41.7% Bachelor's students), describing the advantages of a digital camera (39.3% Master's students; 48.3% Bachelor's students), and totaling numbers in spreadsheets (22.8% Masters students; 48.3% Bachelor's students). No statistical differences were observed between the two universities or the two cohorts in terms of perceived confidence in using technology and software applications to support their learning. Interestingly, 24.7% of participants expressed high confidence in using electronic medical records without prior training, which may reflect positive attitude towards engaging with unknown digital technologies.
Nursing students are frequent internet and social media users. However, despite positive attitudes to digital technology and widespread presence of digital technology in students' lives, deficits in students' confidence in using digital technology and software required for learning persist. Targeted digital literacy education interventions are needed as part of foundational nursing studies to improve nursing students' baseline digital literacy before commencing clinical placement. These should be scaffolded across the program to ensure an effective transition to nursing practice in evolving digitally-driven healthcare environments.
为了培养数字驱动工作环境所需的复杂数字技能和能力，如果教育工作者要开发以数字健康技术为基础的适合目的的课程，我们必须首先了解护理学生的基本数字素养。
确定第一批注册护理学生在第一次临床实习前的基本数字扫盲水平。
前瞻性队列研究。
澳大利亚的两所大学，2020 年。
参加学士和硕士水平预注册护理项目的学生。
参与者（N=205）完成了一份由 27 个项目组成的在线调查，包括李克特量表、强制性选择项目和开放式问题。使用描述性统计数据对数据进行分析。
参与者在生命早期就开始使用数字技术，其中 49.75%的学生在十岁之前就使用某种形式的数字技术。学生报告每天使用最多的技术是上网搜索信息（92%）、在线社交网络（68.3%）和观看视频（67%）。大多数学生对识别不同类型的便携式存储设备最没有信心（硕士生 24.1%；本科生 41.7%），描述数码相机的优势（硕士生 39.3%；本科生 48.3%），以及在电子表格中计算数字（硕士生 22.8%；本科生 48.3%）。两所大学或两个队列在使用技术和软件应用程序支持学习方面的信心方面没有观察到统计学差异。有趣的是，24.7%的参与者表示在没有事先培训的情况下使用电子病历有很高的信心，这可能反映出他们对使用未知数字技术的积极态度。
护理学生是互联网和社交媒体的常客。然而，尽管学生对数字技术持积极态度，并且数字技术在学生生活中广泛存在，但学生在使用数字技术和学习所需的软件方面的信心仍然存在不足。需要进行有针对性的数字扫盲教育干预，作为基础护理研究的一部分，以提高护理学生在开始临床实习前的基本数字扫盲水平。这些干预措施应该在整个课程中进行，以确保在不断发展的数字驱动医疗保健环境中，学生能够顺利过渡到护理实践。
