Evidence map›Paper›PMID 40399954›Full record

ArticleBMC nursing2025

Nursing education in the digital era: the role of digital competence in enhancing academic motivation and lifelong learning among nursing students.

Shaimaa Mohamed Amin, Shimaa Abd El-Fattah Mahgoub, Ahmed Farghaly Tawfik, Dalia E Khalil, Ahmed Abdelwahab Ibrahim El-Sayed, Mohamed Hussein Ramadan Atta, Ali Albzia, Shadia Ramadan Morsy Mohamed

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Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.

0numbers the graph read from it
0cells of the map it votes in
14citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

14 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Shaimaa Mohamed AminLecturer of Community Health Nursing, Faculty of Nursing, Damanhour University, Damanhour, Egypt. shimaa.amin@nur.dmu.edu.eg.
Shimaa Abd El-Fattah MahgoubNursing Administration Department, Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt.
Ahmed Farghaly TawfikNursing Administration Department, Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt.
Dalia E KhalilCommunity Health Nursing, Faculty of Nursing, Mansoura University, Mansoura, Egypt.
Ahmed Abdelwahab Ibrahim El-SayedNursing Administration Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.ORCID http://orcid.org/0000-0001-9124-0808
Mohamed Hussein Ramadan AttaNursing Department, College of Applied Medical Sciences, Prince Sattam Bin Abdulaziz University, Wadi Addawasir, Saudi Arabia.
Ali AlbziaNursing Department, College of Applied Medical Sciences, Prince Sattam Bin Abdulaziz University, Wadi Addawasir, Saudi Arabia.
Shadia Ramadan Morsy MohamedNursing Education Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundDigital competence is increasingly crucial for academic success and lifelong learning, especially in health education fields such as nursing. However, limited research examines the relationship between digital competence, academic motivation, and lifelong learning among nursing students.

aimTo assess the relationship between digital competence, academic motivation, and lifelong learning among undergraduate nursing students and explore the mediating role of academic motivation in this relationship.

methodsA descriptive comparative cross-sectional study was conducted, guided by the STROBE guidelines. Using systematic random sampling, 500 undergraduate nursing students were selected from Mansoura University, Egypt. Data were collected from July to August 2024 using three validated scales: the Students' Digital Competence Scale, the Lifelong Learning Scale, and the Academic Motivation Scale. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to analyze the data.

resultsThe results showed a strong positive correlation between digital competence and academic motivation (r = 0.53, p < 0.001), as well as between digital competence and lifelong learning (r = 0.61, p < 0.001). Students with higher digital competence scores also had significantly higher academic motivation (4.21 ± 0.45) and lifelong learning tendencies (4.37 ± 0.48). Multiple regression analysis confirmed that digital competence significantly predicted both academic motivation (β = 0.38, p < 0.001) and lifelong learning (β = 0.44, p < 0.001).

conclusionDigital competence significantly enhances academic motivation and promotes lifelong learning among nursing students. The findings emphasize the need for nursing curricula to integrate digital competence training to improve educational outcomes and prepare students for future challenges in healthcare. CLINICAL TRIAL NUMBER: Not applicable.

Indexed as

Academic motivationCross-sectional studyDigital competenceLifelong learningNursing educationUndergraduate nursing students

Identifiers

PMID40399954
PMCPMC12093728

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.