Content area
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.
Details
Critical Thinking;
Curriculum Development;
Likert Scales;
Compliance (Legal);
Communication (Thought Transfer);
Case Studies;
Decision Making;
Check Lists;
Delphi Technique;
Artificial Intelligence;
Evidence Based Practice;
Evaluative Thinking;
Learning Modules;
Cultural Relevance;
Content Validity;
Integrated Curriculum;
Competence;
Influence of Technology;
Doctoral Degrees;
Data Interpretation;
Ethics;
Cognitive Mapping;
Feedback (Response);
Electronic Learning
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
1 Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan, Department of Nursing, Faculty of Medicine, State University of Malang, Indonesia
2 Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan, Department of Nursing, College of Health and Human Services, University of New Hampshire, USA
3 Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan