Technological literacy in nursing education: A scoping review

Area of Science:

• Nursing Education
• Health Informatics
• Educational Technology

Background:

• Nurses play a vital role in integrating technology into clinical practice.
• Insufficient technological expertise among nurses can compromise healthcare quality and patient safety.
• Technological literacy is a critical competency for nursing graduates.

Purpose of the Study:

• To systematically review and analyze studies on technological literacy in nursing education.
• To understand how educational institutions implement, teach, assess, and sustain students' technological literacy.

Main Methods:

• A comprehensive scoping review was conducted using the Arksey and O'Malley framework.
• Systematic searches were performed across major databases (MEDLINE, EMBASE, PsycINFO, ERIC, CINAHL) from January 2008 to March 2020.
• Data extraction and eligibility assessment were performed independently by two authors.

Main Results:

• The review analyzed 28 papers from 27 studies.
• Three key themes emerged: acquisition of technological skills, measurement of digital and informatics competence, and maintenance of technological knowledge.
• Specific subgroups included simulated electronic documentation, diversified learning, evaluation of learning, digital literacy, nursing informatics competence, technology acceptance, and follow-up evaluations.

Conclusions:

• Current pedagogical models inadequately address the comprehensive teaching, measurement, and maintenance of technological literacy.
• There is a need for studies enhancing technological competencies, focusing on problem-solving and critical thinking.
• Educational institutions must prioritize technological literacy to prepare nurses for technology-driven healthcare environments.