Abstract
Background:
Nursing pre-registration programmes are reported by Lokmic-Tomkins et al., (2021) as behind in implementing digital health education and relevant digital healthcare technologies into their curriculum. As a result, nursing graduates are not equipped to meet required digital capabilities to effectively use digital healthcare technologies (Edirippulige et al., 2018; Nagle et al., 2014 cited by Lokmic-Tomkins et al., 2021).
Aim:
To examine the digital capabilities of pre-registration nursing students exploring how students can be supported to develop digital proficiency to the point of registration.
Methods:
An emancipatory action research approach was adopted using multiple methods. Questionnaires used for participants to self-assess their digital capabilities and focus groups to further explore their perceptions of digital capability. All students from pre-registration nursing cohort September 2022 (n=379) were invited to participate. Each year of programme is considered an action cycle and is repeated three times.
Results:
Thematic analysis of data was undertaken from questionnaires and focus groups through a collaborative data analysis process using Critical Creative Hermeneutic framework (Simons and Mc Cormack, 2007). Consensus was reached on 12 recommendations. Findings highlighted opportunities to provide information on digital systems, need for access and support as key to developing digital proficiency.
Discussion:
Students are reliant on opportunistic exposure to digital technologies in practice which presents inequity across nursing students in developing competency. This variation in experience presented in focus group discussions.
Conclusion:
Enablers and inhibitors identified in the development of digital proficiency in undergraduate nursing students has informed recommendations to action and lead on changes.
Nursing pre-registration programmes are reported by Lokmic-Tomkins et al., (2021) as behind in implementing digital health education and relevant digital healthcare technologies into their curriculum. As a result, nursing graduates are not equipped to meet required digital capabilities to effectively use digital healthcare technologies (Edirippulige et al., 2018; Nagle et al., 2014 cited by Lokmic-Tomkins et al., 2021).
Aim:
To examine the digital capabilities of pre-registration nursing students exploring how students can be supported to develop digital proficiency to the point of registration.
Methods:
An emancipatory action research approach was adopted using multiple methods. Questionnaires used for participants to self-assess their digital capabilities and focus groups to further explore their perceptions of digital capability. All students from pre-registration nursing cohort September 2022 (n=379) were invited to participate. Each year of programme is considered an action cycle and is repeated three times.
Results:
Thematic analysis of data was undertaken from questionnaires and focus groups through a collaborative data analysis process using Critical Creative Hermeneutic framework (Simons and Mc Cormack, 2007). Consensus was reached on 12 recommendations. Findings highlighted opportunities to provide information on digital systems, need for access and support as key to developing digital proficiency.
Discussion:
Students are reliant on opportunistic exposure to digital technologies in practice which presents inequity across nursing students in developing competency. This variation in experience presented in focus group discussions.
Conclusion:
Enablers and inhibitors identified in the development of digital proficiency in undergraduate nursing students has informed recommendations to action and lead on changes.
| Original language | English |
|---|---|
| Pages | 1-15 |
| Number of pages | 15 |
| Publication status | Published (in print/issue) - 26 Jun 2024 |
| Event | 12th International Action Research Colloquium - Technological University Dublin, Dublin, Ireland Duration: 25 Jun 2024 → 26 Jun 2024 |
Conference
| Conference | 12th International Action Research Colloquium |
|---|---|
| Country/Territory | Ireland |
| City | Dublin |
| Period | 25/06/24 → 26/06/24 |
