# Subtypes of digital literacy and their association with innovative behavior among Chinese undergraduate nursing students: a latent profile analysis

## TL;DR

This study explores how different levels of digital literacy among Chinese nursing students relate to their innovative behavior, finding that higher digital literacy is linked to more innovation.

## Contribution

The study identifies distinct digital literacy profiles among nursing students and shows how these profiles correlate with innovative behavior.

## Key findings

- Three digital literacy profiles were identified: low, moderate, and high.
- Students with higher digital literacy showed significantly stronger innovative behavior.
- Digital literacy profiles were influenced by factors like gender, age, academic year, and AI use.

## Abstract

Digital literacy has become a core competency for nursing professionals, enabling them to adapt to modern healthcare environments and engage effectively with emerging technologies. It is closely linked to innovative behavior, which is essential for problem solving and advancing nursing practice. Despite its importance, limited research has examined differences in digital literacy among undergraduate nursing students and how these differences influence innovation.

A cross-sectional study was conducted using a convenience sample of 450 undergraduate nursing students from four universities in Anhui Province, China. Participants completed a general information questionnaire, the Undergraduate Digital Literacy Scale, and the Innovative Behavior Scale. Latent profile analysis (LPA) was employed to classify students into distinct digital literacy profiles, while logistic regression and one-way ANOVA were used to explore factors influencing profile membership and the relationship between digital literacy and innovative behavior.

Three latent profiles were identified: a “Low Digital Literacy” group (34.1%), a “Moderate Digital Literacy” group (15.9%), and a “High Digital Literacy” group (50.0%). Significant differences were observed across profiles in relation to gender, age, academic year, and frequency of artificial intelligence (AI) use in the past 6 months. Importantly, students with higher digital literacy consistently exhibited stronger innovative behavior (p < 0.05), underscoring the role of digital competence in fostering creativity and adaptability.

Digital literacy among undergraduate nursing students is heterogeneous and shaped by demographic and experiential factors. Targeted educational interventions tailored to distinct literacy profiles are needed to bridge gaps, promote equity, and strengthen innovation. By integrating AI and advanced digital tools into nursing curricula, educators can enhance students’ competencies and better prepare them to thrive in an increasingly digital and intelligent healthcare landscape.