The Relationship Between Nurses' Digital Health Literacy and Their Educational Levels, Professional Roles, and Digital Attitudes: A Cluster Analysis Based on a Cross-Sectional Study
Comparcini, Dania; Simonetti, Valentina; Tomietto, Marco; Pastore, Francesco; Totaro, Melania; Ballerini, Patrizia; Trerotoli, Paolo; Mikkonen, Kristina; Cicolini, Giancarlo (2024-10-09)
Avaa tiedosto
Sisältö avataan julkiseksi: 09.10.2025
Wiley-Blackwell
09.10.2024
Comparcini, D., Simonetti, V., Tomietto, M., Pastore, F., Totaro, M., Ballerini, P., Trerotoli, P., Mikkonen, K. and Cicolini, G. (2025), The Relationship Between Nurses' Digital Health Literacy and Their Educational Levels, Professional Roles, and Digital Attitudes: A Cluster Analysis Based on a Cross-Sectional Study. J Clin Nurs. https://doi.org/10.1111/jocn.17484
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© 2024 John Wiley & Sons Ltd. This is the peer reviewed version of the following article: Comparcini, D., Simonetti, V., Tomietto, M., Pastore, F., Totaro, M., Ballerini, P., Trerotoli, P., Mikkonen, K. and Cicolini, G. (2025), The Relationship Between Nurses' Digital Health Literacy and Their Educational Levels, Professional Roles, and Digital Attitudes: A Cluster Analysis Based on a Cross-Sectional Study. J Clin Nurs., which has been published in final form at https://doi.org/10.1111/jocn.17484. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
https://rightsstatements.org/vocab/InC/1.0/
© 2024 John Wiley & Sons Ltd. This is the peer reviewed version of the following article: Comparcini, D., Simonetti, V., Tomietto, M., Pastore, F., Totaro, M., Ballerini, P., Trerotoli, P., Mikkonen, K. and Cicolini, G. (2025), The Relationship Between Nurses' Digital Health Literacy and Their Educational Levels, Professional Roles, and Digital Attitudes: A Cluster Analysis Based on a Cross-Sectional Study. J Clin Nurs., which has been published in final form at https://doi.org/10.1111/jocn.17484. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202501221292
https://urn.fi/URN:NBN:fi:oulu-202501221292
Tiivistelmä
Abstract
Aim:
The current study aimed to identify digital health literacy levels among nurses with respect to their education, role and attitude towards digital technologies.
Design:
Cross-sectional study.
Methods:
Through convenience sampling, all Registered Nurses, managers/leaders and nurse researchers employed in Hospitals, University Hospitals and Districts were recruited and surveyed using an online questionnaire. The data collection tool assessed: (I) demographics, (II) Digital Health Literacy (DHL) with the Health Literacy Survey19 Digital (HLS19-DIGI) instrument including DHL dealing with digital health information (HL-DIGI), interaction with digital resources for health (HL-DIGI-INT) and use of digital devices for health (HL-DIGI-DD); (III) attitudes on the use of digital technologies in clinical practice. The multiple correspondence analysis was applied to identify three clusters for the education/professional role (A, B, C) and three for digital technologies' use (1, 2, 3). The one-way nonparametric analysis of variance (Kruskal–Wallis test) was applied to compare HL-DIGI, HL-DIGI-INT and the HL-DIGI-DD scores among clusters.
Results:
Among 551 participants, the median scores of the HL-DIGI, the HL-DIGI-INT and the HL-DIGI-DD questionnaires were 70.2, 72 and 2.00, respectively. The distribution in the clusters ‘educational/professional role’ was A, (58.8%); B, (16.5%); and C, (24.7%). Nurses in a managerial or coordinator role and with a postgraduate degree used digital resources with greater frequency. The distribution in the clusters ‘use of digital technologies’ was: 1, (54.6%); 2, (12.2%); and 3, (33.2%). The HL-DIGI-DD and HL-DIGI scores of clusters 1, 2 and 3 differed significantly.
Conclusion:
DHL among nurses is strongly influenced by the education level, professional role, habits and attitude towards digital technologies. Nurses with coordinator roles used digital technologies with greater frequency and had a higher level of DHL.
Reporting Method:
The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines were used for reporting.
Patient or Public Contribution:
No Patient or Public Contribution.
Aim:
The current study aimed to identify digital health literacy levels among nurses with respect to their education, role and attitude towards digital technologies.
Design:
Cross-sectional study.
Methods:
Through convenience sampling, all Registered Nurses, managers/leaders and nurse researchers employed in Hospitals, University Hospitals and Districts were recruited and surveyed using an online questionnaire. The data collection tool assessed: (I) demographics, (II) Digital Health Literacy (DHL) with the Health Literacy Survey19 Digital (HLS19-DIGI) instrument including DHL dealing with digital health information (HL-DIGI), interaction with digital resources for health (HL-DIGI-INT) and use of digital devices for health (HL-DIGI-DD); (III) attitudes on the use of digital technologies in clinical practice. The multiple correspondence analysis was applied to identify three clusters for the education/professional role (A, B, C) and three for digital technologies' use (1, 2, 3). The one-way nonparametric analysis of variance (Kruskal–Wallis test) was applied to compare HL-DIGI, HL-DIGI-INT and the HL-DIGI-DD scores among clusters.
Results:
Among 551 participants, the median scores of the HL-DIGI, the HL-DIGI-INT and the HL-DIGI-DD questionnaires were 70.2, 72 and 2.00, respectively. The distribution in the clusters ‘educational/professional role’ was A, (58.8%); B, (16.5%); and C, (24.7%). Nurses in a managerial or coordinator role and with a postgraduate degree used digital resources with greater frequency. The distribution in the clusters ‘use of digital technologies’ was: 1, (54.6%); 2, (12.2%); and 3, (33.2%). The HL-DIGI-DD and HL-DIGI scores of clusters 1, 2 and 3 differed significantly.
Conclusion:
DHL among nurses is strongly influenced by the education level, professional role, habits and attitude towards digital technologies. Nurses with coordinator roles used digital technologies with greater frequency and had a higher level of DHL.
Reporting Method:
The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines were used for reporting.
Patient or Public Contribution:
No Patient or Public Contribution.
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