The Association between Digital Literacy and Perceived Clinical Performance Ability among Nursing Students: The Sequential Mediating Effects of Critical Thinking Disposition and Nursing Information Literacy Competency

Abstract

Objectives: This study aimed to examine the association between digital literacy (DL) and perceived clinical performance ability (CPA) among nursing students and to identify the sequential mediating effects of critical thinking disposition (CTD) and nursing information literacy competency (NILC).Methods: Data were collected from 192 third- and fourth-year nursing students in Daegu using structured questionnaires. The data were analyzed using SPSS 28.0 and the PROCESS macro (Model 6). The statistical significance of the mediating effects was verified using 5,000 bootstrap samples with a 95% confidence interval.Results: DL was positively associated with CTD (β=0.58, p<0.001) and NILC (β=0.40, p<0.001). NILC demonstrated the strongest direct influence on CPA (β=0.55, p<0.001). While the direct effect of DL on CPA was not statistically significant (β=0.09, p=0.129), the total indirect effect and three specific indirect paths through CTD and NILC were all significant. The total indirect effect accounted for 83.4% of the total effect.Conclusions: The findings indicate that the relationship between DL and CPA is primarily explained through the mediation of CTD and NILC. To enhance the clinical competence of nursing students, nursing curricula should integrate DL education with instructional strategies that foster critical thinking and specialized nursing information literacy.