| Sumario: | In the evolving landscape of health care, digital health literacy has emerged as a core competency for nurses. This study explored the impact of a case-based learning intervention on digital health literacy, confidence, and satisfaction among undergraduate nursing students. A quasi-experimental pretest-posttest design was implemented with 54 students enrolled in a Bachelor of Science in Nursing program. Participants were randomly assigned to a control group (without digital resource access) or an intervention group (with access to Lippincott Advisor during a clinical case study). Data were collected using preintervention and postintervention surveys assessing confidence, familiarity, satisfaction, and perceived challenges. Quantitative data were analyzed using descriptive statistics and Mann-Whitney U tests, while qualitative data underwent thematic analysis. Findings revealed that students in the intervention group reported significantly higher levels of confidence (P <.001) and familiarity (P =.0043) in using digital health tools compared to controls. However, no significant differences were observed in ease of use, satisfaction, or information-seeking ability. Qualitative responses highlighted persistent barriers, including navigation difficulties, limited content relevance, and technical issues such as access restrictions. Despite these challenges, many students expressed a desire for continued exposure to digital resources. The results support the integration of digital health tools into experiential learning as a strategy to enhance informatics competency and clinical reasoning. However, findings also underscore the need for repeated, structured, and faculty-supported engagement to build deeper digital fluency. Aligning with national nursing education standards, this intervention offers a promising approach to prepare students for the digital demands of modern clinical practice.
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