Nurse education today · 2026
AI-ready nurse educators: A cross-sectional mediation study of digital competence between digital literacy and artificial intelligence self-efficacy.
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Amin Shaimaa Mohamed, Ngo Andrew D, Kulintang Mohammed Bien M, Othman Ahmed Abdellah, Karim Nashwa Ahmed Hussein Abdel, Madkour Asmaa Mohamed Ahmed, Atta Mohamed Hussein Ramadan, El-Sayed Ahmed Abdelwahab Ibrahim, Abdallah Haitham Mokhtar Mohamed
Аннотация
BACKGROUND: The rapid integration of digital technologies and artificial intelligence (AI) into nursing education has increased the need for nurse educators to possess adequate digital literacy, digital competence, and confidence in using AI-enabled tools. However, evidence on the mechanisms underlying educators' AI readiness remains limited, particularly in low- and middle-income contexts.
OBJECTIVE: To assess levels of digital literacy, digital competence, and AI self-efficacy among nurse educators and to examine whether digital competence statistically mediated the association between digital literacy and AI self-efficacy.
METHODS: A cross-sectional descriptive study was conducted among 327 nurse educators from three Egyptian nursing colleges. Data were collected using the Digital Literacy Scale, Teachers' Digital Competence Scale, and Artificial Intelligence Self-Efficacy Scale. Correlation and mediation analyses were performed.
RESULTS: Digital literacy was positively correlated with digital competence (ρ = 0.754, p < .001) and AI self-efficacy (ρ = 0.763, p < .001). Digital competence also demonstrated a strong positive association with AI self-efficacy (ρ = 0.836, p < .001). Mediation analysis showed an association-based partial mediation pattern, with digital competence statistically mediating the association between digital literacy and AI self-efficacy (indirect effect B = 0.538, p < .001). Higher levels of digital literacy, digital competence, and AI self-efficacy were observed among educators with greater teaching experience, formal digital or AI-related training, and more frequent use of digital tools.
CONCLUSION: Digital competence is strongly associated with both digital literacy and AI self-efficacy among nurse educators. Practice-based faculty development and sustained institutional support may be important for AI readiness and the effective integration of AI in nursing education.
OBJECTIVE: To assess levels of digital literacy, digital competence, and AI self-efficacy among nurse educators and to examine whether digital competence statistically mediated the association between digital literacy and AI self-efficacy.
METHODS: A cross-sectional descriptive study was conducted among 327 nurse educators from three Egyptian nursing colleges. Data were collected using the Digital Literacy Scale, Teachers' Digital Competence Scale, and Artificial Intelligence Self-Efficacy Scale. Correlation and mediation analyses were performed.
RESULTS: Digital literacy was positively correlated with digital competence (ρ = 0.754, p < .001) and AI self-efficacy (ρ = 0.763, p < .001). Digital competence also demonstrated a strong positive association with AI self-efficacy (ρ = 0.836, p < .001). Mediation analysis showed an association-based partial mediation pattern, with digital competence statistically mediating the association between digital literacy and AI self-efficacy (indirect effect B = 0.538, p < .001). Higher levels of digital literacy, digital competence, and AI self-efficacy were observed among educators with greater teaching experience, formal digital or AI-related training, and more frequent use of digital tools.
CONCLUSION: Digital competence is strongly associated with both digital literacy and AI self-efficacy among nurse educators. Practice-based faculty development and sustained institutional support may be important for AI readiness and the effective integration of AI in nursing education.