This study aimed to improve understanding of graduate students’ digital preferences and perceptions to prepare them for work in the digitally enabled health sector. We surveyed 361 students from five disciplines to create a baseline of their digital capabilities. Results show that students were confident in engaging with day-to-day technologies required for discipline-specific learnings and most were reasonably aware of digital privacy and security. However, only 11% of the students reported having sufficient university support and services to develop their digital skills and competencies, and only 39% of the students believed they have the relevant skills for entering the workforce. To improve their understanding in this area, students attended a digital skills and employability workshop that was developed in partnership with teaching specialists, learning and teaching librarians and career services coordinators. Post-workshop findings show that this learning intervention positively impacted students’ understanding of their own digital capabilities and increased their awareness of the importance of this core skill for both the university and the workforce. Teaching staff can use these findings to improve student digital learning in health professional curricula, which will contribute to knowledge transfer and communication with digital health employers. Implications for practice or policy: Heath professional educators can bridge the gap in digital practices between graduates and the workplace by understanding students’ baseline digital skills and competencies and developing targeted learning opportunities within the curriculum to support students’ digital confidence, experience, attitudes and understandings of digital practices and digital skills and competencies. Students’ digital skills and competencies can be enhanced by facilitating dialogue between universities, employers and accrediting bodies in the health sector to set consistent and realistic expectations.

中文翻译：

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澳大利亚领先大学健康专业课程学生的数字偏好和看法：提高健康毕业生数字技能和能力的基线

本研究旨在提高对研究生数字偏好和看法的理解，为他们在数字化卫生部门的工作做好准备。我们调查了来自五个学科的 361 名学生，以创建他们数字能力的基线。结果表明，学生对使用特定学科学习所需的日常技术充满信心，并且大多数人都合理地意识到数字隐私和安全性。然而，只有 11% 的学生表示拥有足够的大学支持和服务来发展他们的数字技能和能力，只有 39% 的学生认为他们具备进入劳动力市场的相关技能。为了提高他们对这一领域的理解，学生们参加了与教学专家合作开发的数字技能和就业能力研讨会，学习和教学图书馆员和职业服务协调员。研讨会后的调查结果表明，这种学习干预积极影响了学生对自己数字能力的理解，并提高了他们对这一核心技能对大学和劳动力的重要性的认识。教学人员可以利用这些发现来改善学生在卫生专业课程中的数字学习，这将有助于知识转移和与数字卫生雇主的沟通。对实践或政策的影响：健康专业教育工作者可以通过了解学生的基本数字技能和能力，并在课程中开发有针对性的学习机会，以支持学生的数字信心、经验、对数字实践以及数字技能和能力的态度和理解。通过促进大学、雇主和卫生部门认证机构之间的对话，以设定一致和现实的期望，可以提高学生的数字技能和能力。