Abstract
Digital technologies are increasingly recognised as essential for contemporary nursing and midwifery education, yet their integration remains uneven in Nigeria. This study examined digital technology policy, use, and barriers among educators in nursing and midwifery schools in South-south Nigeria. A cross-sectional design was adopted. The sample size of 395 but 392 is the number that responded. Cluster sampling technique was applied for selecting the respondents. The study included educators from Schools of Nursing, Schools of Midwifery, and universities offering nursing programmes. Data were collected using a structured self-report questionnaire. Data were analysed using descriptive statistics and chi-square tests. About half of respondents (52.6%) reported that their institutions did not permit use of digital learning management systems like Google Classroom, Moodle, and Blackboard. The findings showed low use of digital technologies, with 23.7% of educators reporting frequent use but none for consistent routine use. Computers (92.5%) and projectors (79.6%) were widely available, while e-learning management platforms and online assessment tools were less common. Advanced technologies such as simulation software and virtual reality were completely unavailable. A significant association was found between the type of institution and permission to use digital technologies (χ² = 25.77, df = 2, p < 0.001), with universities more likely to permit use. In conclusion, digital technology integration in nursing and midwifery education in South-South Nigeria is fragmented and institutionally constrained. It is recommended that targeted investment in infrastructure, formal institutional policies, and sustained capacity-building programmes be prioritised to strengthen digital education integration.