Digital Health for All: Ensuring Equity in Global Patient Carein Ghana-A Case Study of Student Perceptions at PresbyterianNursing and Midwifery Training College (PNMTC), Agogo

Authors

  • Badu ES Presbyterian Nursing and Midwifery Training College, Agogo, Ghana Author
  • Oduro JA Presbyterian Hospital, Agogo, Ghana Author
  • Owusu Kyei E Presbyterian University, Ghana Author
  • Frimpong C Presbyterian Hospital, Agogo, Ghana Author
  • Addai LA Presbyterian Nursing and Midwifery Training College, Agogo, Ghana Author
  • Afriyie-Badu AM Presbyterian University, Ghana Author

DOI:

https://doi.org/10.47363/JMCN/2026(7)228

Keywords:

Digital Health, Health Equity, Ghana, Nursing Students, Telehealth, AI Diagnostics

Abstract

Background
Digital health technologies, including telehealth, AI diagnostics, and mobile health applications, have transformed patient care allowing for accurate diagnostics, remote patient monitoring, reduced costs, and improved outcomes. However, these technologies risk exacerbating existing health disparities.
At the same time, little is known about nursing students’ perceptions of these tools in Ghana. This study assessed awareness, perceived benefits, barriers, and equity concerns regarding digital health tools among nursing and midwifery students at Presbyterian Nursing and Midwifery Training College (PNMTC), Agogo.
Methods
A descriptive cross‑sectional survey of 99 students at their 2nd and 3rd year of learning was conducted using a structured questionnaire. Collected data was analyzed using SPSS v.23.
Results
The findings show that 63.6% of respondents had intermediate digital competence, but only 35.4% had received formal digital health training. 54.5% had grown in urban areas. The use of internet/AI to find health information was the highest among the students (mean=3.66/5). Advanced digital competence
users scored significantly higher than beginners on using internet/AI for finding health information (p=0.034). Students agreed on benefits (means 3.38– 3.45) but identified lack of connectivity (mean=3.65) and privacy concerns (mean=3.46) as major barriers. The infrastructural disparities between urban and rural areas is strongly perceived among all students regardless of where they grew up (mean=3.66).
Conclusions
Nursing and midwifery students strongly acknowledge the benefits and barriers of digital health. However, there are significant educational and preparedness gaps and infrastructural barriers. It is highly recommended that formal digital health training be integrated into the nursing curriculum as policymakers work on addressing existing infrastructural gaps in rural regions of Ghana to achieve equitable digital health adoption.

Author Biographies

  • Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana

    Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana.

  • Oduro JA, Presbyterian Hospital, Agogo, Ghana

    Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana.

  • Owusu Kyei E, Presbyterian University, Ghana

    Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana.

  • Frimpong C, Presbyterian Hospital, Agogo, Ghana

    Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana.

  • Addai LA, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana

    Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana.

  • Afriyie-Badu AM, Presbyterian University, Ghana

    Badu ES, Presbyterian Nursing and Midwifery Training College, Agogo, Ghana.

Downloads

Published

2026-06-17