IntroductionThe healthcare system is increasingly technology-dependent and proficiency in
informatics skills is essential for health professionals to efficiently
operate in the contemporary clinical environment. Nurses are major users of
digital health technologies and graduates need to be well-prepared and
confident to use the different available clinical systems competently as
they transition from education to practice.AimTo explore undergraduate nursing students’ self-perceptions of informatics
competence, set within a larger research project.MethodDescriptive, exploratory cross-sectional research design, with online
self-assessment survey of undergraduate nursing students
(n=  142). Data were analysed with descriptive,
correlation and comparative statistics.ResultsParticipants’ perceived overall mean informatics competency was at the level
of somewhat competent, with only 40.84% (n=  58) at the
level of competent. The highest mean value was in foundational information
and communication skills and the lowest in information and knowledge
management. Formal informatics education within curriculum was limited and
lacked uniformity, as was prior exposure to important simulated informatics
tools in preparation for practice. Factors including academic year level,
computer experience and previous experience using clinical systems had a
significant impact on participants’ perceived informatics competency.ConclusionEven though informatics competence is vital for clinical practice, with
technology becoming pervasive within healthcare, nursing students’
preparedness for digital health was sub-optimal. There were gaps in
students’ critical informatics practice knowledge with implications for work
readiness of future graduates and nurse education practice.