School of Creative and Cultural Business, Robert Gordon University, Aberdeen, Scotland, UK.
School of Nursing, Midwifery and Paramedic Practice, Robert Gordon University, Aberdeen, Scotland, UK.
J Adv Nurs. 2024 Feb;80(2):656-672. doi: 10.1111/jan.15801. Epub 2023 Jul 25.
This 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.
A cross-sectional empirical study.
Quantitative 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.
Students 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.
Increasing 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 CARE: Highlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare.
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.
JBI critical appraisal checklist. No patient or public contribution.
本研究使用基于学科的自我评估调查工具，对大多数在护理课程中学习的学生的自我评估数字能力进行实证探索。探讨了一系列数字能力：信息和通信技术熟练程度和生产力、信息素养、数字创作、数字研究、数字通信、数字学习和发展、数字创新、数字身份管理和数字福祉。
横断面实证研究。
2021 年 11 月至 12 月，通过问卷调查从学生那里收集定量数据。通过描述性统计分析报告定量结果。基于年龄人口统计学和注册前/后课程，使用曼-惠特尼（U 检验）和克鲁斯卡尔-沃利斯非参数统计检验来识别具有统计学意义的差异。对调查开放式问题数据进行主题分析。
学生报告在以下数字素养维度的能力较低，这些维度对他们的学习和未来的专业职业都至关重要：信息素养、数字研究、数字创新。在大多数数字能力维度中，年龄人口统计学和注册前/后之间存在显著的统计亚组差异。调查开放式评论揭示了学生在数字技能方面遇到了挑战，这些技能他们主要通过日常生活经验和试错方法发展而来。
提高对现有数字差距的认识并提供量身定制的数字技能增强，可以使学生在不断发展的数字医疗保健环境中成为未来有保障的循证从业者。
对专业和/或患者护理的影响：强调将数字素养纳入护理学习计划的重要性，作为全面患者医疗保健的准备。
提供了护理学生数字能力差距的见解。提出有针对性的教育数字技能培训干预措施。强调学术人员支持护理学生在专业实践的重要领域发展数字技能的价值。
JBI 批判性评估清单。无患者或公众贡献。
