Jul 2026· International Journal of Digital Health and Telemedicine· 0 citations· 2 references
TL;DR
A significant gap exists between Kenya's digital health policy ambitions and nursing graduates' competencies and context-appropriate digital tools are urgently needed.
Abstract
Digital health technologies are transforming healthcare delivery globally, yet nursing education in low and middle-income countries such as Kenya has been slow to integrate digital competencies. To systematically map existing evidence on digital health integration in nursing education and practice in Kenya, identify barriers, and highlight successful strategies. A systematic literature review following PRISMA guidelines. PubMed, Google Scholar, CINAHL, and Scopus were searched (January 2015 – April 2025). Two independent reviewers screened 1,366 records. Fifteen records met inclusion criteria: nine original research studies, four reviews, and two program evaluations. Two additional context-setting documents, a WHO guideline and a conference report, were included for policy and programmatic background. Thematic synthesis and quality appraisal (MMAT) were performed. Key barriers included inadequate technological infrastructure (70% of nursing students had incompatible devices), curriculum gaps, low digital literacy (only 54% of healthcare students had high eHealth literacy), and lack of trained educators. Students demonstrated high willingness to learn digital skills (85–92%). Successful strategies included blended e-learning, telemedicine workflow training, and mobile learning platforms. A significant gap exists between Kenya's digital health policy ambitions and nursing graduates' competencies. Curricular reform, faculty development, infrastructure investment, and context-appropriate digital tools are urgently needed.
Background Spiritual care is a fundamental yet often under-addressed component of holistic nursing, with nurses and nursing students globally reporting limited competency. Traditional education models face challenges in accessibility, scalability, and pedagogical depth. While digital technologies offer transformative potential for learning, the evidence regarding their application and effectiveness in spiritual care education remains fragmented and insufficiently synthesized. Objective This scoping review aims to systematically map the existing literature on the use of digital technologies in spiritual care education and training specifically for nurses and nursing students. Methods The review will be conducted following the Joanna Briggs Institute (JBI) methodology for scoping reviews and reported per the PRISMA-ScR guidelines. A comprehensive search will be performed across multiple databases (e.g., MEDLINE, CINAHL, PsycINFO, Web of Science, Scopus, CNKI, WanFang) from inception, supplemented by grey literature searches. Two independent reviewers will screen records, select studies, and extract data using a standardized form. We will include empirical studies focusing on digital interventions (e.g., online courses, mobile apps, virtual simulations) designed to develop spiritual care competency in the target population. Data will be analyzed using descriptive statistics and thematic analysis. Anticipated results The review will generate a comprehensive map and classification of existing digital spiritual education interventions, detailing their technological characteristics, pedagogical strategies, outcome measures, and implementation facilitators and barriers. It is expected to identify key evidence gaps and inconsistencies in the field. For example, we anticipate identifying virtual simulation, online modules, and mobile apps as the most common categories. Significance This will be the first scoping review to systematically consolidate evidence on digital spiritual education for nurses. The findings will provide a foundational resource to inform the future design, implementation, and evaluation of theoretically grounded, effective, and scalable digital training models, ultimately aiming to enhance spiritual care competence in nursing practice. Systematic review registration OSF registration number: https://doi.org/10.17605/OSF.IO/7VNHF.
Peiyu Sun, Ya Shi, Guo Chen et al.· PLoS ONE· 0 citations
Although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design, and educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support.
Mira Istiana, Eveline Siregar, T. Iriani et al.· Jurnal Paedagogy· 0 citations
Background: Nurses in Indonesia are uniquely positioned to address adolescent mental health through digital tools while mitigating associated risks, yet no systematic review has synthesized evidence on this dual role. Objectives: This review aimed to map the scope of digital mental health resources for adolescents in Indonesia and assess digital risks impacting their care to clarify the nursing role. Methods: This systematic review followed the PRISMA framework. Four databases (PubMed, Scopus, Web of Science, and Google Scholar) were used in identifying 2,051 records. Inclusion criteria comprised peer-reviewed studies (2019-2024) focusing on mental health nursing within the Indonesian context. Exclusion criteria involved non-empirical articles, studies with non-Indonesian populations, and publications lacking full-text access or a DOI. After screening, 12 articles were selected. Methodological quality was appraised using CASP/JBI checklists by two independent reviewers, showing substantial agreement (κ = 0.71). Results: The synthesis identified three core themes: 1) pervasive systemic and socio-cultural barriers (e.g., stigma, low mental health literacy) that shape the care context; 2) notable absence of empirical research on nurses' use of digital resources or management of digital risks; and 3) consistent identified need for nursing capacity building and policy support. Quality appraisal revealed a mix of high, moderate, and low methodological rigors among the included studies, with substantial inter-rater agreement (κ = 0.71). Conclusion: This review reveals a critical socio-technical gap. Digital tools hold transformative potential, but nurses currently lack the competencies, guidelines, and systemic support needed to use them safely. To bridge this gap, the urgent development of a digital mental health competency framework for nursing education and the establishment of enabling policies are imperative.
Mohammad Saljan, Isak Jurun Hans Tukayo, Syaifoel Hardy· The Malaysian Journal of Nur...· 0 citations
Results indicated that interactive, simulation-based workshops enhance educators' assessment skills, knowledge and confidence, however, important gaps remain regarding optimal programme length, pedagogical frameworks, translational of training into the work environment and longitudinal outcomes.
L. Alpine, M. O’Grady, Julie Broderick et al.· Higher Education, Skills and...· 0 citations
Abstract Background The rapid advancement of digital technologies has transformed healthcare delivery, creating an imperative for medical education to integrate digital health (DH) competencies into undergraduate training. Despite growing recognition of its importance, progress in embedding DH literacy within formal medical curricula has been uneven and slow. Objective This study examined DH education within an undergraduate medical programme by integrating faculty and student perspectives to identify curriculum development needs and inform evidence-based educational strategies. Design A mixed-methods study was conducted at a Singapore medical school offering a 5-year undergraduate curriculum. Semi-structured interviews were conducted with four faculty members as DH content experts, exploring curriculum design, pedagogical strategies, and competency expectations. A 24-item survey assessing knowledge, attitudes, and usage of DH tools was administered to students across pre-clinical and clinical training, with 131 responses from 848 eligible participants. Qualitative data were analysed using grounded theory-based thematic analysis, whilst survey data were analysed using descriptive statistics. Results Faculty interviews identified three key themes: curriculum gaps requiring more practical and clinically-oriented DH teaching, structural barriers including time constraints and rapid technological change, and complex stakeholder ecosystem influencing curriculum development. Student survey results revealed a persistent theory-practice gap across DH domains. Students reported high self-perceived knowledge in DH applications and artificial intelligence (AI) but consistently lower confidence in practical application, particularly in electronic health records (EHR) and telemedicine. Clinical students paradoxically rated their EHR knowledge lowest despite greater clinical exposure. Students expressed strong interest in programming, data analytics, and hands-on AI, favouring applied DH skills with direct clinical relevance. Conclusions Medical curricula struggle to translate DH conceptual knowledge into practice, reconcile divergent competency expectations between students and faculty, and remain current amid rapid technological change. Tiered competency models, coupled with experiential learning approaches and continuous faculty development, represent a promising strategy for preparing future physicians for digitally enhanced healthcare delivery. Clinical trial number Not applicable.
Saumya Bajaj, Eng Chun David Goh, Y. Ng et al.· Medical Education Online· 0 citations
The evidence showed that, virtual reality simulations with varying immersive abilities were the most popular innovative educational technology used in undergraduate mental health nursing education and both immersive and non‐immersive VRS were equally effective in improving student learning experiences compared to traditional learning modalities.
Sini Jacob, Sebastian Samuel, Greety Antony et al.· International Journal of Men...· 0 citations
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