Digital Health in Nursing Education and Practice in Kenya: A Systematic Literature Review of Barriers, Opportunities, and Curriculum Implications

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.