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Digital readiness in nursing education: eHealth literacy, AI attitudes, and associated factors among undergraduate students.

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Τίτλος: Digital readiness in nursing education: eHealth literacy, AI attitudes, and associated factors among undergraduate students.
Συγγραφείς: Delibasi SI; Akdeniz University, Faculty of Nursing, Antalya, Türkiye. Electronic address: sevvalidildelibasi@gmail.com., Hayyar S; Akdeniz University, Faculty of Nursing, Antalya, Türkiye. Electronic address: serifeyyr07@gmail.com., Bektas H; Akdeniz University Faculty of Nursing, Department of Internal Medicine Nursing, Antalya, Türkiye. Electronic address: hbaydin@akdeniz.edu.tr.
Πηγή: Nurse education today [Nurse Educ Today] 2026 Aug; Vol. 163, pp. 107122. Date of Electronic Publication: 2026 Apr 17.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Churchill Livingstone Country of Publication: Scotland NLM ID: 8511379 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-2793 (Electronic) Linking ISSN: 02606917 NLM ISO Abbreviation: Nurse Educ Today Subsets: MEDLINE
Imprint Name(s): Original Publication: [Edinburgh, Scotland] : Churchill Livingstone
Ιατρικοί όροι (MeSH): Students, Nursing*/psychology , Students, Nursing*/statistics & numerical data , Health Literacy*/standards , Artificial Intelligence* , Computer Literacy*, Education, Nursing, Baccalaureate/methods ; Humans ; Male ; Female ; Cross-Sectional Studies ; Surveys and Questionnaires ; Adult ; Digital Health ; Young Adult ; Turkey ; Attitude to Computers ; Telemedicine
Περίληψη: Background: Digital readiness has become a critical competency for future nurses in the evolving landscape of healthcare. Two essential components of this readiness-eHealth literacy and attitudes toward artificial intelligence (AI)-have gained prominence in nursing education. However, limited evidence exists regarding their interrelationship and associated demographic and behavioral factors, particularly in middle-income countries.
Aim: This study aimed to assess eHealth literacy and attitudes toward AI among undergraduate nursing students, identify associated demographic and behavioral factors, and examine the relationship between these two constructs as key dimensions of digital readiness.
Methods: A descriptive and cross-sectional analytic study was conducted with 286 undergraduate nursing students at a public university in Türkiye during the 2024-2025 academic year. Participants were recruited using a voluntary, open invitation approach. Data were collected through an online survey, including a sociodemographic questionnaire, the eHealth Literacy Scale (eHEALS), and the General Attitudes Toward Artificial Intelligence Scale. Non-parametric tests and Spearman's rho correlation were used for group comparisons and bivariate associations. Hierarchical multiple regression analysis was performed to evaluate the independent contribution of eHealth literacy to AI attitudes while controlling for potential confounding demographic and behavioral variables.
Results: Of the 286 participants, the majority were female (75.9%) with a mean age of 20.7 years (SD = 2.78), predominantly in the 19-22 age range. Participants reported moderate-to-high eHealth literacy (M = 28.3, SD = 4.92) and favorable attitudes toward AI (M = 65.9, SD = 8.37). Significant differences were observed across gender, academic year, grade point average (GPA), and frequency of AI tool use. Students using generative AI tools such as ChatGPT scored significantly higher on both scales. A positive correlation was found between eHealth literacy and AI attitudes (r = 0.214, p < 0.001). In hierarchical regression analysis, demographic variables accounted for a small proportion of variance in AI attitudes, while behavioral factors (e.g., GPA and AI tool use) significantly improved the model. However, eHealth literacy did not make a statistically significant independent contribution to AI attitudes after controlling for these variables.
Conclusion: Undergraduate nursing students demonstrated promising levels of digital readiness. However, the relationship between eHealth literacy and AI attitudes appears to be context-dependent rather than independently predictive. Behavioral engagement with digital technologies plays a more prominent role in shaping AI attitudes. These findings underscore the need for nursing curricula to move beyond foundational digital literacy and incorporate experiential, practice-oriented AI learning opportunities to support comprehensive digital readiness.
(Copyright © 2026 Elsevier Ltd. All rights reserved.)
Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have influenced the work reported in this paper.
Contributed Indexing: Keywords: Artificial intelligence; Digital readiness; Nursing education; Nursing students; Technology use; eHealth literacy
Entry Date(s): Date Created: 20260423 Date Completed: 20260715 Latest Revision: 20260715
Update Code: 20260716
DOI: 10.1016/j.nedt.2026.107122
PMID: 42026438
Βάση Δεδομένων: MEDLINE
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  Data: &lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Delibasi+SI%22&quot;&gt;Delibasi SI&lt;/searchLink&gt;; Akdeniz University, Faculty of Nursing, Antalya, T&#252;rkiye. Electronic address: sevvalidildelibasi@gmail.com.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Hayyar+S%22&quot;&gt;Hayyar S&lt;/searchLink&gt;; Akdeniz University, Faculty of Nursing, Antalya, T&#252;rkiye. Electronic address: serifeyyr07@gmail.com.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Bektas+H%22&quot;&gt;Bektas H&lt;/searchLink&gt;; Akdeniz University Faculty of Nursing, Department of Internal Medicine Nursing, Antalya, T&#252;rkiye. Electronic address: hbaydin@akdeniz.edu.tr.
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  Data: Background: Digital readiness has become a critical competency for future nurses in the evolving landscape of healthcare. Two essential components of this readiness-eHealth literacy and attitudes toward artificial intelligence (AI)-have gained prominence in nursing education. However, limited evidence exists regarding their interrelationship and associated demographic and behavioral factors, particularly in middle-income countries.&lt;br /&gt;Aim: This study aimed to assess eHealth literacy and attitudes toward AI among undergraduate nursing students, identify associated demographic and behavioral factors, and examine the relationship between these two constructs as key dimensions of digital readiness.&lt;br /&gt;Methods: A descriptive and cross-sectional analytic study was conducted with 286 undergraduate nursing students at a public university in T&#252;rkiye during the 2024-2025 academic year. Participants were recruited using a voluntary, open invitation approach. Data were collected through an online survey, including a sociodemographic questionnaire, the eHealth Literacy Scale (eHEALS), and the General Attitudes Toward Artificial Intelligence Scale. Non-parametric tests and Spearman&#39;s rho correlation were used for group comparisons and bivariate associations. Hierarchical multiple regression analysis was performed to evaluate the independent contribution of eHealth literacy to AI attitudes while controlling for potential confounding demographic and behavioral variables.&lt;br /&gt;Results: Of the 286 participants, the majority were female (75.9%) with a mean age of 20.7&#160;years (SD&#160;=&#160;2.78), predominantly in the 19-22 age range. Participants reported moderate-to-high eHealth literacy (M&#160;=&#160;28.3, SD&#160;=&#160;4.92) and favorable attitudes toward AI (M&#160;=&#160;65.9, SD&#160;=&#160;8.37). Significant differences were observed across gender, academic year, grade point average (GPA), and frequency of AI tool use. Students using generative AI tools such as ChatGPT scored significantly higher on both scales. A positive correlation was found between eHealth literacy and AI attitudes (r&#160;=&#160;0.214, p&#160;&amp;lt;&#160;0.001). In hierarchical regression analysis, demographic variables accounted for a small proportion of variance in AI attitudes, while behavioral factors (e.g., GPA and AI tool use) significantly improved the model. However, eHealth literacy did not make a statistically significant independent contribution to AI attitudes after controlling for these variables.&lt;br /&gt;Conclusion: Undergraduate nursing students demonstrated promising levels of digital readiness. However, the relationship between eHealth literacy and AI attitudes appears to be context-dependent rather than independently predictive. Behavioral engagement with digital technologies plays a more prominent role in shaping AI attitudes. These findings underscore the need for nursing curricula to move beyond foundational digital literacy and incorporate experiential, practice-oriented AI learning opportunities to support comprehensive digital readiness.&lt;br /&gt; (Copyright &#169; 2026 Elsevier Ltd. All rights reserved.)
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