Digital competence and functional requirements for a digital learning and knowledge platform for evidence-based...

Area of Science:

• Digital Health
• Nursing Informatics
• Evidence-Based Practice

Background:

• Digital technologies are crucial for healthcare quality and safety.
• Nurses require digital competence to utilize evolving evidence in practice and education.
• Digital learning platforms are vital for nursing education and professional development, but their functions and user differences are underexplored.

Purpose of the Study:

• To identify and prioritize functional features of digital learning and knowledge platforms for evidence-based nursing.
• To assess the digital competence of Austrian nurses and nursing students across different groups.

Main Methods:

• An explanatory mixed-methods study combining online surveys (n=238) and semi-structured interviews (n=7).
• Surveys assessed functional requirements, knowledge sources, and digital competence using the Digital Competence Questionnaire for Nurses (DCQ).
• Interviews explored contextual factors influencing platform use and evidence access.

Main Results:

• Nurses prioritized search (87.4%) and filters (78.2%) for fast retrieval and visibility of new content.
• Text (90.8%) and short videos (86.1%) were preferred formats; younger participants favored interactive elements.
• Registered nurses and those outside direct care used formal evidence sources more; assistants relied on training and peer exchange. Digital competence was high overall, with assistants scoring lower.

Conclusions:

• Nurses across roles require rapid, trustworthy, and concise access to evidence.
• Digital platform design should emphasize transparent provenance, recency, role-relevant filtering, and diverse content formats.
• Qualification-based differences suggest a need for tailored support, especially for assistant nurses.