<p>Interview questions.</p>

Background Currently, most research on digital transformation in higher vocational education conducts macro-level analyses, and few comprehensive studies specifically address higher vocational nursing education. Moreover, research is notably lacking on the perceptions of Chinese higher vocational nursing program directors, and the prevalent utilization of digital tools within this field remains underexplored. Objective To understand the perceptions and experiences of higher vocational nursing program directors regarding the use of digital transformation tools in nursing education. Methods This qualitative study employed semistructured interviews conducted with 14 program directors from higher vocational nursing programs. The interview data were transcribed, and Colaizzi’s seven-step method was used for a subject analysis. Results The study employed Colaizzi’s seven-step framework for inductive thematic analysis, with coding conducted collaboratively until data saturation was achieved. Analysis revealed four principal themes: (1) Recognition of digital education by program directors, where enthusiasm for enhanced engagement and transcended geographical barriers coexisted with unspoken doubts about resource quality and the authenticity of student participation; (2) Perceived status and impact of digital infrastructure, characterized by significant hardware investments yet inconsistent resource quality and utilization—revealing a fundamental gap between technological abundance and meaningful pedagogical integration; (3) Systemic Tensions and Barriers, exposing profound contradictions between policy aspirations and classroom realities, generational divides in educational philosophies among teachers, and persistent disconnects between technology’s promise and its operational friction, all of which contributed to increased workloads and a pervasive sense of professional role dissonance; (4) Strategic Approaches to Digital Transformation, centered on increasing investment, fostering educator development, promoting resource sharing, and strengthening industry-education integration. Conclusion Higher vocational nursing program directors recognize the value of digital education, yet its adoption is constrained by challenges in platform usability and a lack of supportive institutional incentives. Effective transformation requires systemic strategies that enhance the digital ecosystem's ease of use, align professional rewards with innovation, and promote cross-sector collaboration to develop pedagogically sound resources.背景 当前，高等职业教育数字化转型领域的研究多以宏观分析为主，鲜有专门针对高等职业护理教育的综合性研究。此外，针对中国高等职业护理项目负责人的认知调研尤为匮乏，该领域内数字工具的普及应用情况也未得到充分探索。 研究目的 本研究旨在了解高等职业护理项目负责人对护理教育中数字化转型工具的认知与使用体验。 研究方法 本质性研究采用半结构化访谈法，访谈对象为14名高等职业护理项目负责人。访谈资料经转录后，采用科莱齐七步分析法（Colaizzi seven-step method）开展主题分析。 研究结果 本研究采用科莱齐七步框架进行归纳式主题分析，通过协同编码直至达到数据饱和。分析共提炼出四大核心主题：（1）项目负责人对数字教育的认知：既对提升教学参与度、突破地理壁垒抱有热情，也对资源质量与学生参与真实性存在隐晦的质疑；（2）数字基础设施的认知现状与影响：硬件投入可观，但资源质量与使用情况参差不齐，暴露出技术充裕与有效教学整合之间的根本差距；（3）系统性张力与障碍：研究揭示了政策愿景与课堂现实之间的深刻矛盾、教师教育理念的代际差异，以及技术承诺与实际操作摩擦之间的持续脱节，这些因素均加剧了工作负担，并引发普遍的职业角色失调；（4）数字化转型的战略路径：聚焦于加大投入、推动教师能力发展、促进资源共享以及深化产教融合。 研究结论 高等职业护理项目负责人认可数字教育的价值，但其推广受到平台可用性不足与缺乏制度性激励支持的制约。要实现有效的数字化转型，需构建系统性策略，提升数字生态系统的易用性、将专业奖励与创新挂钩，并推动跨部门协作以开发符合教学规律的优质资源。