Digital Health Technology Adoption Readiness Among Doctoral Nursing Students in Saudi Arabia: An Exploratory Qualitative Study

Background: Digital health technologies are increasingly integral to healthcare delivery worldwide; however, successful adoption depends on more than technological availability. In nursing, readiness is particularly important because digital systems increasingly shape documentation, communication, decision support, and care delivery. Within the context of Saudi Arabia’s healthcare transformation, doctoral nursing students are positioned as future educators, clinicians, and leaders whose perceptions can provide insight into digital health readiness and preparation. Aim: This study aimed to explore doctoral nursing students’ perceptions of their readiness to adopt digital health technologies in Saudi Arabia, guided by the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Methods: This exploratory, qualitative, descriptive study recruited 9 doctoral nursing students from a public university in Saudi Arabia using purposive sampling based on predefined eligibility criteria. Individual semi-structured interviews were conducted online and audio-recorded. Data were analyzed using a hybrid inductive–deductive thematic approach. UTAUT2 informed the deductive component of the analysis, while inductive coding and cross-case comparison supported theme generation. Results: Four interrelated themes were identified. First, readiness was positive but conditional, shaped by movement from openness to professional necessity, familiarity, workflow fit, and caution about the possible weakening of foundational or manual competence. Second, adoption depended on practical value and system credibility, including access, convenience, efficiency, safety, documentation integrity, accuracy, privacy, and reliability. Third, adoption was organizationally mediated through leadership, peer culture, infrastructure, implementation conditions, training, follow-up, and academic preparation. Fourth, digital health was understood as supporting, not substituting for, nursing work by reducing avoidable burden and creating more space for direct care while preserving human presence, communication, and clinical judgment. Conclusions: In this sample of doctoral nursing students, digital health readiness was positive but conditional. The findings suggest that readiness reflects a context-sensitive professional judgment shaped by educational preparation, organizational support, system credibility, workflow compatibility, and the perceived ability of digital technologies to enhance nursing work rather than replace it. Implications: The findings suggest that nursing education and practice should strengthen applied digital health competencies through simulation-based preparation, electronic documentation training, privacy and ethics education, workflow-aligned implementation, and sustained organizational support.