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Digital proficiency: a self-assessment of eHealth literacy and informatics competencies among nursing students
Ahmed Loutfy1,2, Amina Elzeiny1, Corrien Van Belkum1
1Department of Nursing, College of Dentistry and Health Sciences, University of Fujairah, Fujairah, UAE.
Background:
Digital transformation in healthcare requires nurses to be proficient in digital tools for effective clinical decision-making and patient management.
Aim:
To assess self-perceived eHealth literacy and informatics competencies among undergraduate nursing students in the UAE and examine key influencing factors and their interrelationships.
Methods:
A cross-sectional, anonymous web-based survey was conducted with 119 nursing students using the eHealth Literacy Scale (eHEALS) and the Self-Assessment of Nursing Informatics Competencies Scale (SANICS). Data were analyzed with descriptive statistics, correlation, and moderation analyses in SPSS v28.
Results:
Students demonstrated moderate to high eHealth literacy (mean 30.85 ± 6.52) and informatics competencies (mean 55.21 ± 12.46). Female students reported significantly higher eHealth literacy than males (p = .020). eHealth literacy was positively correlated with informatics competencies (r = 0.405, p < .001), and Nursing Informatics course GPA significantly moderated this relationship.
Conclusions And Implications:
Integrating experiential digital learning, structured training on electronic health systems such as Wareed, specialized digital literacy courses, graded digital assignments, and regular eHealth literacy training into nursing curricula, alongside systematic assessment of informatics competencies, can better prepare a digitally proficient nursing workforce in the UAE.
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