The topic of documentation is often a low priority. Higher education and clinical practice lack a consensus on the purpose, content, and methods for teaching documentation. Thus, greater attention is needed to clarify the purpose of documentation, particularly digital documentation, and to define relevant teaching content. Digital competence can better prepare students for future work and reduce technostress. The goal should be to narrow the gap between "work as imagined" and "work as done."
Eriksson et al. (2026) studied this question.