JMIR Nursing · Published 2026-01-21 · DOI 10.2196/77051
Abstract BackgroundThe integration of digital health technologies (DHTs) in clinical practice is accelerating, creating a need for nursing students to develop digital competencies aligned with professional expectations. In Quebec, curricular reforms aim to enhance digital health literacy, but data are limited on students’ preparedness. ObjectiveThis study aimed to assess nursing students’ perceptions, self-reported competencies, and willingness to engage with DHTs across different academic years. MethodsA cross-sectional descriptive survey assessing self-reported digital health competencies, attitudes, perceived training coverage, and intentions was conducted using an online questionnaire administered through Qualtrics. Participants (N=136) were recruited from 3 cohorts: first-year (group 1; n=58, 42.6%), second-year (group 2; n=55, 40.4%), and third-year (group 3; n=23, 16.9%) nursing students. Data were analyzed using descriptive statistics and ANOVAs, with post hoc analyses performed via SPSS. ResultsSignificant differences were observed among cohorts concerning digital competencies and access to digital tools. Compared with first-year students (group 1), third-year students (group 3) showed higher proficiency with electronic medical records (group 3: mean 3.29, SD 1.31; group 1: mean 2.59, SD 1.32; PPP ConclusionsThis study highlights critical gaps in digital health training among nursing students, emphasizing the need for targeted curricular reforms such as the one currently underway at the Université de Montréal. These efforts represent a promising opportunity to better align educational content with the evolving demands of health care systems. Today, preparing students in digital competencies is no longer just advantageous but may soon become essential for the next generation of nurses to navigate and lead within technology-driven care environments.
Abstract from DOAJ. Public domain (CC0 1.0).
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