In an unprecedented era of education where online platforms dominate the learning landscape, the interplay between digital health literacy and student engagement has emerged as a pivotal area of research. A recent study led by Liu, Cheng, and Tao explores this connection among undergraduate nursing students, shedding light on intrinsic factors that enhance or hinder educational outcomes within the digital realm. With the surge in remote learning venues due to the pandemic, understanding how students interact with digital resources has never been more crucial.
The study primarily investigates the construct of digital health literacy, which encapsulates a person’s ability to seek, understand, and utilize health-related information via digital means. This skill is not merely a technical requirement; rather, it forms a cornerstone of effective learning, particularly in fields that are evolving rapidly, such as nursing. In this context, digital health literacy is posited as a vital determinant influencing online learning engagement.
Engagement, defined as the degree of attention, interest, and motivation participants devote to their learning experience, is significantly shaped by the tools and platforms used for education. As digital natives, today’s students are often expected to navigate various online settings to access learning materials, collaborate with peers, and interact with instructors. However, the effectiveness of these interactions is inherently linked to their level of digital health literacy. The more adept students are in leveraging digital resources, the more likely they are to engage deeply with their educational experiences.
Liu et al.’s research suggests a nuanced relationship between digital health literacy and online learning engagement, revealing that academic self-efficacy plays a crucial mediating role in this dynamic. Academic self-efficacy refers to a student’s belief in their competency to execute tasks related to their studies. This self-belief is critical, especially in an online environment where students often operate independently. Students who perceive themselves as capable of utilizing digital tools effectively are more inclined to engage with learning materials, participate in discussions, and seek help when needed.
Moreover, the findings indicate that future work self-salience—how prominently students consider future career implications—further mediates this relationship. In a field like nursing, where students are constantly reminded of their future responsibilities, the connection between education and career aspirations can be immensely motivating. The study illustrates that when nursing students recognize how their academic efforts online relate to their future professional roles, their engagement levels spike, creating a positive feedback loop that enhances learning outcomes.
Interestingly, the research outlines that students possessing a high degree of digital health literacy not only benefit from their perceived self-efficacy but are also better equipped to envision their future careers. This foresight allows them to contextualize their learning within a larger framework, motivating them to not only complete their coursework but to engage in broader discussions and real-time applications of their studies.
In delving deeper into the methodology, Liu and colleagues employed a mixed-methods approach, combining quantitative surveys with qualitative interviews. This dual approach enriched the data, providing a well-rounded perspective on how digital health literacy impacts student engagement. The surveys quantitatively mapped students’ digital skills, engagement levels, self-efficacy beliefs, and future aspirations, while interviews offered contextual insights into personal experiences, thus enhancing the validity of their findings.
The implications of these findings are profound, particularly for educational institutions aiming to bolster online learning environments. By understanding the significance of digital health literacy, academic programs—especially in health and nursing—can tailor their curricula and support systems to cultivate these skills. Interactive workshops, tutorials on effective digital tool usage, and integrating real-world applications can significantly enhance students’ competencies and confidence.
Furthermore, the incorporation of strategies to bolster academic self-efficacy within course designs can create a culture of empowerment. Such strategies could involve fostering mentorship programs where students can discuss their aspirations and delineate paths toward achieving them. Structural support systems that highlight the relevance of coursework to future careers can increase students’ motivation and engagement, ultimately leading to improved educational outcomes.
As the landscape of education continues to evolve, fostering an environment that promotes digital health literacy, self-efficacy, and future work considerations can better prepare nursing students for the realities of their profession. Educators need to recognize the importance of these interconnections, as they represent not only academic success but also the potential to enhance the quality of healthcare delivery in the future.
The study by Liu, Cheng, and Tao takes a forward-thinking approach, providing a roadmap for future research in the area of digital education. As institutions grapple with ongoing changes in educational technologies and methodologies, understanding these relationships will be crucial in designing programs that are both effective and adaptable. Ensuring students are equipped with the necessary skills to thrive in digital environments will ultimately lead to a more competent and resilient workforce, particularly in sectors critical to public health.
As we traverse this evolving educational paradigm, Liu et al.’s research stands as a significant contribution, highlighting the multifaceted relationship between digital health literacy and academic engagement. It calls on educators, policymakers, and students alike to invest in Digital Literacy as a pillar of modern education, recognizing its foundational role in shaping the healthcare professionals of tomorrow.
Ultimately, the findings of this study not only illuminate the critical pathways through which digital health literacy enhances online learning engagement but also provoke deeper inquiry into how we can equip future generations for success in an increasingly digital world. Emphasizing the fusion of education, technology, and professional preparation, this research serves as a catalyst for ongoing dialogue and innovation in educational practices.
Subject of Research: The impact of digital health literacy on online learning engagement among undergraduate nursing students
Article Title: The impact of digital health literacy on online learning engagement among undergraduate nursing students: the chain mediating roles of academic self-efficacy and future work self-salience
Article References: Liu, Y., Cheng, Zy., Tao, J. et al. The impact of digital health literacy on online learning engagement among undergraduate nursing students: the chain mediating roles of academic self-efficacy and future work self-salience. BMC Nurs (2025). https://doi.org/10.1186/s12912-025-04235-x
Image Credits: AI Generated
DOI: 10.1186/s12912-025-04235-x
Keywords: digital health literacy, online learning, nursing students, academic self-efficacy, education, future work self-salience
Tags: digital health literacydigital literacy skillsdigital resources in educationeducational outcomes in nursingeffective learning in nursinghealth-related information utilizationintrinsic factors in educationnursing students engagementonline learning platformspandemic influence on learningremote learning impactstudent motivation in online courses
