Enhancing digital competence in nursing: Development and validation of the diginurse e-learning program using a modified delphi approach across Taiwan, Vietnam and Indonesia

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Publié dans:	Nurse Education in Practice vol. 88 (Oct 2025), p. 104544-104552
Auteur principal:	ADIF, Shannastaniar Aisya
Autres auteurs:	FETZER, Susan Jane, YEN, Miaofen, LEE, Huan-Fang, LIN, Mei-Feng, HSU, Yu-Yun
Publié:	Elsevier Limited
Sujets:	Indonesia Vietnam Taiwan Teaching Measures Students Computer assisted instruction > CAI Curricula Communication Likert scale Agreements Medical education Patient safety Online instruction Standardization Nurses Learning Critical thinking Tests Competence Evaluation Digital literacy Nursing education Feedback Student-centered learning Clinical medicine Health services Cybersecurity Distance learning Ethics Internet Education Realism Nursing Alignment Electronic health records Transformation Artificial intelligence Educational objectives Evidence-based nursing Clinical decision making Health care delivery Grammatical agreement Clinical nursing Clinical competence Learning Activities Curriculum Development Likert Scales Compliance (Legal) Communication (Thought Transfer) Case Studies Decision Making Check Lists Delphi Technique Evidence Based Practice Evaluative Thinking Learning Modules Cultural Relevance Content Validity Integrated Curriculum Influence of Technology Doctoral Degrees Data Interpretation Cognitive Mapping Feedback (Response) Electronic Learning
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Résumé:	Aim This study aimed to develop and validate the DigiNurse e-learning program to enhance digital competence among nursing students across Taiwan, Vietnam and Indonesia. Background: As digital health tools reshape healthcare delivery, nursing students must be equipped with digital competence. However, current educational approaches in nursing programs remain fragmented, with limited integration and minimal expert-validated frameworks. Design A modified Delphi study was conducted to establish consensus on the content validity of four digital competence modules and their associated post-tests. Methods The DigiNurse program was developed in alignment with the validated domains of the Digital Competence Assessment Checklist (DCAC), which guided both content design and the generation of post-test items. Twelve experts in nursing informatics and education evaluated the modules using a 7-point Likert scale across five criteria: content alignment, clarity, relevance, engagement and assessment. Post-tests, linked directly to module learning objectives, were iteratively refined based on expert feedback, including the transformation of items into scenario- and case-based formats to target higher-order cognitive domains. Consensus was defined as ≥ 75 % agreement with quartile deviation < 0.8. Results High consensus (≥82 %) was achieved across all domains, with full agreement on content alignment and clarity. Refinements strengthened interactivity and assessment strategies, ensuring pedagogical rigor and learner-centered design. Conclusions The DigiNurse e-learning program demonstrates strong content validity, cultural adaptability and pedagogical soundness. Future implementation and learner-centered evaluation are essential to assess its effectiveness in improving digital competence among nursing students in academic and clinical environments.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104544
Source:	Sociology Database