Digital Health Information Literacy and Resource Utilization among Nursing Sandwich Students at University of Health and Allied Sciences

Digital health information resources are increasingly central to nursing education and clinical practice; however, variations exist in students’ ability to use these resources effectively. This study explored how nursing sandwich students at the University of Health and Allied Sciences access and engage with digital health information, examined their skills in locating, evaluating, and applying such information, and identified factors influencing its effective utilization. A qualitative research design was employed. The study population comprised Level 200 to Level 400 General Nursing and Public Health Nursing sandwich students for the 2024/2025 academic year. Twenty participants were selected using convenience sampling. Data were collected through semi-structured interviews, audio-recorded, transcribed verbatim, and analyzed thematically using an inductive approach. Findings showed that all participants had access to digital devices and regularly used online resources. However, digital health information literacy varied considerably. Students with clinical exposure demonstrated stronger skills in evaluating and applying information, while others relied on general sources with limited critical appraisal. Key barriers included high data costs, unstable internet connectivity, time constraints, and limited formal training. The study concludes that although access to digital resources is widespread, gaps in skills and institutional support limit effective utilization. Strengthening practical digital literacy training and improving infrastructure are essential to support evidence-based nursing education and practice.