Utilisation of digital educational technology amongst undergraduate nursing students in the Western Cape

Abstract

Background: Despite increased integration of digital technologies in higher education, nursing students face major barriers in resource-limited settings.
Aim: The study investigated the utilisation of digital educational technologies amongst undergraduate nursing students in the Western Cape.
Setting: The study was conducted at the school of nursing at a higher education institution in the Western Cape.
Methods: A descriptive cross-sectional survey design with a self-administered questionnaire was used to collect data from a sample of 253 participants. Descriptive analysis was conducted to determine the frequencies and percentages; the mean score and Chi-square test were conducted to determine the association between the variables.
Results: Nearly 90% of participants had experience in the use of digital educational technology, 94.5%, learning management system and Facebook, and 93.7% used PowerPoint, communication and collaboration tools. The gender differences in technology use are consistent with the literature. The results suggest female respondents’ frequent use of social networks. Male respondents reported more frequent use of bibliographic and web conferencing technologies. Although overall use was very low, gender remains an important factor in understanding technology use. In contrast, blogs, discussion forums and immersive technologies were amongst the least utilised educational technologies.
Conclusion: Most nursing students use basic digital tools like learning management systems, Facebook and PowerPoint, but advanced tools such as blogs, forums and immersive technologies are underused, revealing a gap in digital competence that limits collaborative learning and clinical simulation.
Contribution: This study provides evidence on digital technology use amongst undergraduate nursing students, showing frequent use of basic tools but limited engagement with advanced, interactive technologies.