Work

The relationship between digital literacy and clinical decision-making skills among student nurses: a cross sectional study

Year: 2026

Type: article

Abstract: INTRODUCTION: In an increasingly technology-driven healthcare environment, digital literacy and clinical decision-making (CDM) are essential competencies for undergraduate nursing students. This study investigates the relationship between digital literacy and clinical decision-making skills among student nurses. METHODS: A cross-sectional correlational design was employed, involving a convenience sample of 201 undergraduate nursing students at Taif University, Saudi Arabia. Data were collected on campus between August and September 2025 via a secure Google Forms link distributed through official university channels. Analysis included descriptive statistics, independent t-tests to examine sex differences, and Pearson's correlation and linear regression to evaluate the relationship between variables. RESULTS: = 0.151) of the variance in CDM scores. Sex differences were highly significant across both domains. Female students reported significantly higher mean digital literacy scores (51.78, SD = 7.73) compared to their male counterparts (44.97, SD = 7.89; t = -3.87, p < 0.001). Furthermore, a significant disparity was observed in clinical decision-making, where female students scored 172.50 (SD = 12.40) compared to 162.03 (SD = 14.15) for males (t = -3.82, p < 0.001). CONCLUSION: The findings underscore the critical role of digital literacy in clinical performance. The results suggest a need for targeted educational strategies to bridge sex-based competency gaps within nursing education. This ensures all students are prepared for a digitalized healthcare landscape.

Source: BMC Nursing

DOI: 10.1186/s12912-026-04724-7

Author: Mohammed Saleh Almalki

Institution: Taif University

Language: English

Topic: Digital literacy in education

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDGs: Good health and well-being, Quality education, Gender equality

Open Access status: gold

Estimated APC paid: $3,090