Assessing Digital Literacy Among Nursing Faculty Under the Artificial Intelligence-Enhanced Technological Pedagogical Content Knowledge Framework: Cross-Sectional Survey Analysis

Clinical Snapshot

Key Findings

• P Value: Age effect on overall literacy: P=0.01; Teaching experience effect on technical knowledge: P=0.006

• Effect Size: Age: β=-0.136 for overall digital literacy; Teaching experience: β=-0.147 for digital technology knowledge

• Primary Outcome: Overall digital literacy at medium level (mean score 101.92, SD 16.47)

• Nnt Or Sensitivity: Digital awareness scored highest (mean 20.21, SD 9.43); Digital technology knowledge scored lowest (mean 9.68, SD 2.92)

• Confidence Interval: Not reported

Clinical Application

Findings suggest need for targeted professional development programs, especially for senior faculty members with lower digital literacy scores Relevant to Australian nursing education given similar challenges with technology integration. May inform professional development strategies for nursing academics and align with ANMAC standards for nursing education Nursing faculty in higher education institutions, particularly those involved in curriculum development and educational technology integration

Abstract

BACKGROUND: Digital literacy has become a core competence for nursing faculty to adapt to the digital transformation of education, improve teaching quality, and cultivate innovative nursing talents. OBJECTIVE: This study aimed to investigate the digital literacy status and influencing factors among nursing faculty in colleges and universities in Fujian province, China. METHODS: A cross-sectional survey analysis was conducted among 339 participants from July 2023 to June 2024 by selecting nursing faculty from 3 medical universities and 5 colleges in Fujian province. A general information questionnaire and a teacher digital literacy questionnaire (designed based on the artificial intelligence-enhanced technological pedagogical content knowledge theoretical model) were used to conduct the survey. The questionnaires included the following dimensions: an intelligent integration ethics layer (digital social responsibility), attention to the moral boundaries of applying technology; an awareness layer (digital awareness), the willingness to actively adapt to technological changes; a knowledge layer (digital technology knowledge and skills), mastery of the integration point of intelligent tools and subject teaching; an ability layer (digital application), the ability to design intelligent teaching plans; and a thinking layer (professional development; innovative thinking for the critical integration of technology). Statistical analysis included descriptive statistics, a 1-way ANOVA, Pearson correlation analysis, and multiple linear regression (using SPSS 28.0 software). RESULTS: The overall digital literacy of the nursing faculty was at a medium level (mean score 101.92, SD 16.47), with the highest score in digital awareness (mean 20.21, SD 9.43) and the lowest score in digital technology knowledge and skills (mean 9.68, SD 2.92). For the dimension of digital technology knowledge and skills, both age (β=-.142; P=.009) and years of teaching (β=-.147; P=.006) were significant negative predictors. Regarding digital application, age was found to be a significant negative predictor (β=-0.124; P=.02) but teaching experience was a positive predictor (β=0.123, P=.02). Similarly, age also had a significant negative impact on the professional development dimension (β=-.153; P=.005) and the overall digital literacy level (β=-.136; P=.01). CONCLUSIONS: The digital literacy of nursing faculty is at a medium level, with especially low scores in technical knowledge. Age and teaching experience are key influencing factors. Recommendations to promote balanced development of awareness and skills include providing targeted training for senior faculty, integrating courses with clinical practice, optimizing the allocation of digital resources, promoting interdisciplinary cooperation, and strengthening ethical and safety training.

References

1. 1.Zhao, J., Hua, X., Hu, R., Chen, C., Wu, W., Zhang, Y., Zhang, Y., Wu, A., & Zhang, Y. (2026). Assessing digital literacy among nursing faculty under the artificial intelligence-enhanced technological pedagogical content knowledge framework: Cross-sectional survey analysis. JMIR Nursing. https://doi.org/10.1016/j.nepr.2021.103136