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Introduction <p>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.</p> Methods <p>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.</p> Results <p>The nursing students possessed a high level of digital literacy (M = 51.00, SD = 8.44) and a high level of clinical decision-making ability (M = 171.30, SD = 12.60). Female students (M = 51.78) scored significantly higher in digital literacy than male students (M = 44.97), with t(199) = 3.65, <i>p</i> &lt; 0.001. A statistically significant positive correlation was found between the two variables (<i>r</i> = 0.389, <i>p</i> &lt; 0.001), indicating that higher digital competency is associated with stronger clinical decision-making skills. Digital literacy was a significant predictor, accounting for approximately <b>15.1%</b> (R<sup>2</sup> = 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, <i>p</i> &lt; 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, <i>p</i> &lt; 0.001).</p> Conclusion <p>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.</p>

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

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  • 发表日期：

    2026年5月2日

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  • Mohammed Saleh Almalki

摘要

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

The nursing students possessed a high level of digital literacy (M = 51.00, SD = 8.44) and a high level of clinical decision-making ability (M = 171.30, SD = 12.60). Female students (M = 51.78) scored significantly higher in digital literacy than male students (M = 44.97), with t(199) = 3.65, p < 0.001. A statistically significant positive correlation was found between the two variables (r = 0.389, p < 0.001), indicating that higher digital competency is associated with stronger clinical decision-making skills. Digital literacy was a significant predictor, accounting for approximately 15.1% (R2 = 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.