A QUALITATIVE STUDY ON INFORMATION AND DIGITAL TECHNOLOGY SKILLS DEVELOPMENT FOR EVIDENCE-BASED PRACTICE APPLICATION IN REPRODUCTIVE AND GYNECOLOGICAL NURSING CARE AMONG NURSING STUDENTS

Abstract

This qualitative study explored the experiences of nursing students developing information and digital technology skills for evidence-based practice application in reproductive and gynecological nursing care. Using a descriptive qualitative approach, data were collected through in-depth interviews, reflective journals, and focus group discussions with 15 second-year nursing students at Boromarajonani College of Nursing, Uttaradit, Thailand. Thematic analysis revealed five major themes: transforming perceptions of evidence-based practice, navigating the digital information landscape, bridging theory and practice through evidence application, encountering and overcoming barriers, and developing professional identity and confidence. Participants experienced a shift from viewing evidence-based practice as an academic exercise to recognizing it as an essential clinical tool, while developing sophisticated strategies to overcome language barriers and resource limitations. The integration of evidence into clinical learning involved complex cognitive work in contextualizing research for individual patients and Thai healthcare settings. Cultural considerations emerged as foundational elements shaping how evidence was conceptualized and applied, with participants actively navigating tensions between evidence and traditional practices. These findings suggest that effective evidence-based practice education must address not only technical skills but also cultural dimensions and professional identity formation, with implications for developing culturally responsive approaches to nursing education in increasingly digital healthcare environments.