ArticleJournal of advanced nursing2026
Co-Designing and Evaluating a Digital Competencies Toolkit for Nursing Students.
Article in Journal of advanced nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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.
Who cites it
1 citing paper in PubMed.
- Co-Designing and Evaluating a Digital Competencies Toolkit for Nursing Students.Journal of advanced nursing · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
aimTo offer a student-focused critical evaluation of the content and use of a digital competencies discipline-specific toolkit that was co-designed with students, offering ideas for training and development across several digital skills areas, such as digital creation, research, communication, innovation, and wellbeing.
designA cross-sectional empirical study.
methodsThe toolkit was evaluated based on clarity, level of comprehension, accessibility, perceived relevance, and future implementation through a survey, which collected quantitative and qualitative data from 339 undergraduate nursing students in a single school and university in Scotland. Original research data were collected in June 2023.
resultsStudents evaluated the toolkit positively for its clarity, comprehensive nature, and practical resources, but suggested improvements for neurodivergent learners. Most students recommended implementing the toolkit early in their course and emphasised its benefits in continuous use. The toolkit was found to be relevant for practice placements and career development. Despite study workload concerns, students were positive about upskilling, highlighting the utility of the toolkit.
conclusionDigital literacy is essential as healthcare increasingly relies on digital tools, behaviours and processes. This study employed co-design strategies, supporting students to act as co-producers, change agents, and partners in learning. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: The study highlights the need for continuous education in digital skills with suggestions for incorporating advanced skills for future practice, such as data analytics and artificial intelligence, and discusses the value of digital skills development in higher education to enhance student learning and future practice. IMPACT: The research offers insights of international relevance into the development of a digital competencies toolkit that proposes nursing-specific educational digital skills interventions. The work fosters inclusivity, continuous digital skills improvement, and professional readiness. REPORTING
methodThe work followed the Equator Standards for Quality Improvement Reporting Excellence in Education. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.
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What OpenQuestion holds
Registered trials
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.