ArticleJMIR nursing2026
Perceptions and Intentions of Nursing Students Regarding Digital Health: Cross-Sectional Study.
Article in JMIR nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. 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.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The 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. Objective: This study aimed to assess nursing students' perceptions, self-reported competencies, and willingness to engage with DHTs across different academic years. Methods: A 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. Results: Significant 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; P=.01), virtual reality (group 3: mean 4.53, SD 1.11; group 1: mean 2.90, SD 1.44; P<.001), and clinical databases (group 3: mean 4.59, SD 1.00; group 1: mean 3.21, SD 1.55; P<.001). Despite positive attitudes toward DHTs across all groups, training coverage for most digital tools was perceived as low, with the highest levels reported for clinical databases (mean 2.97, SD 1.1). This underscored a substantial gap between institutional expectations and actual digital training across all cohorts. Conclusions: This 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.
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