Laura Jones, Emma Danks, Benjamin Costello, Kate Jolly, Fiona Cross-Sudworth, Pallavi Latthe, Meg Fassam-Wright, Joanne Clarke, Alison Byrne, Julie Taylor
Views of female genital mutilation survivors, men and health-care professionals on timing of deinfibulation surgery and NHS service provision: qualitative FGM Sister Study
Health technology assessment (Winchester, England)
build complex digital skills capability required digitallydriven work environments must first understand nursing students baseline digital literacy educators develop fit purpose curriculum underpinned digital health technologies determine firstyear preregistration nursing students perceived baseline digital literacy first clinical placement prospective cohort study two universities australia 2020 students enrolled preregistration nursing programs bachelors masters level participants n 205 completed online 27item survey composed likerttype scale forcedchoice items openended questions data analyzed descriptive statistics participants engaged digital technology early life 4975 students using form digital technology ten years age students reported highest daily use technology search internet information 92 online social networking 683 watching videos 67 students expressed least confidence identifying different types portable storage devices 241 masters students 417 bachelors students describing advantages digital camera 393 masters students 483 bachelors students totaling numbers spreadsheets 228 masters students 483 bachelors students statistical differences observed two universities two cohorts terms perceived confidence using technology software applications support learning interestingly 247 participants expressed high confidence using electronic medical records without prior training may reflect positive attitude towards engaging unknown digital technologies nursing students frequent internet social media users however despite positive attitudes digital technology widespread presence digital technology students lives deficits students confidence using digital technology software required learning persist targeted digital literacy education interventions needed part foundational nursing studies improve nursing students baseline digital literacy commencing clinical placement scaffolded across program ensure effective transition nursing practice evolving digitallydriven healthcare environments