Aims: This study offers an empirical exploration of self‐assessed digital competencies of students, most of whom studied in nursing courses, using a discipline‐based self‐assessment survey tool. A range of digital competencies were explored: information and communication technology proficiency and productivity, information literacy, digital creation, digital research, digital communication, digital learning and development, digital innovation, digital identity management and digital well‐being.Design: A cross‐sectional empirical study.Methods: Quantitative data were collected from November to December 2021 via a questionnaire survey administered to students. Quantitative results were reported through descriptive statistical analysis. Mann–Whitney (U‐test) and Kruskal–Wallis non‐parametric statistical tests were used to identify statistically significant differences based on age demographics and pre‐ or post‐registration course. Thematic analysis was utilized for survey open‐ended questions data.Results: Students reported low competencies in the following digital literacy dimensions, all of which were imperative for their studies and for their future professional careers: information literacy, digital research, digital innovation. Significant statistical subgroup differences were found between age demographics and pre/post‐registration within most of the digital competence dimensions. The survey open‐ended comments revealed that students encountered challenges around digital skills they had mostly developed via everyday life experiences and trial‐and‐error approaches.Conclusion: Increasing awareness of existing digital gaps and offering tailored digital skills enhancement can empower students as future‐proof evidence‐based practitioners in an evolving digital healthcare landscape.Implications for the Profession and/or Patient Care: Highlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare.Impact: Offers insights into digital competencies gaps of nursing students. Proposes targeted educational digital skills training interventions. Stresses the value of academic staff supporting nursing students to develop digital skills in important areas of professional practice. Reporting Method: JBI critical appraisal checklist.No patient or public contribution.

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets.

Purpose: – The purpose of this paper is to examine information seeking behaviour targeted to music information seeking by amateur musicians, accompanied with empirical evidence from a survey on a community concert band. While several studies in the literature have examined information seeking in the context of hedonic motives (e.g. entertainment oriented), music information can also be used for utilitarian purposes by providing amateur musicians the necessary tools to improve their skill and become better in their practice. Design/methodology/approach: – A review of the literature on music information seeking and an empirical study on members of an amateur concert band are presented. The theoretical construct of the survey is informed by Wilsons’ macro model of information seeking behaviour. This is employed in order to understand information motives and needs, as well as obstacles in information seeking of musicians. Findings: – Musicians seek information not only for entertainment but for educational purposes as well as for the acquisition of certain music works. The use of the internet for information seeking as well as the gradual adoption of online social networks has provided access to new musical resources within the digital music networks. Originality/value: – A person-centred approach for information seeking behaviour is studied and adapted for musicians. The survey provides new information behaviour results for designers of music information spaces which in turn are creating a new model of the relationship between music and society.

Kaitelidou d., kontogianni a., galanis p., siskou o., mallidou a., pavlakis a., kostagiolas p., theodorou m. & liaropoulos l. (2012) Journal of Nursing Management 20, 571–578 Conflict management and job satisfaction in paediatric hospitals in Greece Aim To assess the major causes of conflict and to identify choices of strategy in handling conflicts. Background Conflict is inherent to hospitals as in all complex organizations, and health personnel deal with internal and external conflicts daily. Methods The sample consisted of 286 participants. A five-part questionnaire, specific for conflicts in hospitals, was administered to health personnel. Results Of the participants 37% were physicians and 63% were nurses and nursing assistants. As far as choice of strategy in conflict management is concerned, avoidance was found to be the most frequent mode chosen while accommodation was the least frequent mode. Organizational problems were the main issue creating conflicts since 52% of nurses and 45% of physicians agreed that receiving direction from more than one manager may lead to conflicts (P = 0.02). Educational differences and communication gaps were reported as another cause of conflicts, with nurses supporting this statement more than the other groups (P = 0.006). Conclusion To become effective in conflict management nurses and physicians must understand causes and strategies in handling conflicts. Implications for nursing management Major changes are needed regarding human resource management, work incentives and dynamics of teamwork in order to improve working conditions in Greek public hospitals.

The purpose of this study is to examine the information behavior of diabetic patients, a relatively unexplored field of diabetes care, including their needs for information, resources used, obstacles encountered and degree of satisfaction for diabetes-related information acquisition. 203 patients (males: 110, type 2:172) followed-up in the outpatient Diabetes Clinics of a University-affiliated hospital in Greece were assessed, using a validated questionnaire. Patients identified diet (61.4%) and diabetic complications (41.9%) as “the most important” for their information needs and the treating physician (94.6%) for information resources. Internet importance and frequency of use ranked low. Main obstacles to information seeking were “lack of time” and “cost”. Most patients (71.4%) stated they were “quite” or “very satisfied” with the current possibilities of information seeking. Diabetic patients’ stated information needs and information sources, as well as main obstacles to obtaining information could potentially have important implications in designing a future information campaign.