Baseline evaluation of nursing students' informatics competency for digital health practice: A descriptive exploratory study

IntroductionThe healthcare system is increasingly technology-dependent and proficiency in informatics skills is essential for health professionals to efficiently operate in the contemporary clinical environment. Nurses are major users of digital health technologies and graduates need to be well-prepared and confident to use the different available clinical systems competently as they transition from education to practice. AimTo explore undergraduate nursing students' self-perceptions of informatics competence, set within a larger research project. MethodDescriptive, exploratory cross-sectional research design, with online self-assessment survey of undergraduate nursing students (n = 142). Data were analysed with descriptive, correlation and comparative statistics. ResultsParticipants' perceived overall mean informatics competency was at the level of somewhat competent, with only 40.84% (n = 58) at the level of competent. The highest mean value was in foundational information and communication skills and the lowest in information and knowledge management. Formal informatics education within curriculum was limited and lacked uniformity, as was prior exposure to important simulated informatics tools in preparation for practice. Factors including academic year level, computer experience and previous experience using clinical systems had a significant impact on participants' perceived informatics competency. ConclusionEven though informatics competence is vital for clinical practice, with technology becoming pervasive within healthcare, nursing students' preparedness for digital health was sub-optimal. There were gaps in students' critical informatics practice knowledge with implications for work readiness of future graduates and nurse education practice.

Automated summary

This study found that nursing students generally have low competence in informatics, with only 40.84% able to proficiently use clinical systems. Formal informatics education in the curriculum is limited and lacking consistency, leading to a lack of understanding of important informatics tools. Factors such as academic year level, computer experience, and previous experience using clinical systems significantly impact students' perceived informatics competence.