Enabling Digital Professionalism: Analysis of the Australian and United Kingdom Nursing Education Standards

Growth in use of digital technology for leisure and learning has createdchallenges for healthcare environments globally. Its rapid evolution in nursingcontinues to outpace the more sporadic updating of registered nurse standards,guidelines and codes of professional conduct. Revised standards in Australia and theUnited Kingdom establish the contemporary governance context for the educationalpreparation of registered nurses. A document analysis of these standards reveals anomit of guidance regarding the expected knowledge, skills, attitudes and behaviourof undergraduate nurses about when and how to access and use of digital technologyon campus, and during work integrated learning. Documents governing nursing donot currently foster the development of digital professionalism, an essentialcomponent of professional identity formation, which is necessary to acquire prior tograduation as a registered nurse