Workplaces are increasingly permeated by digital and emerging technologies. It is essential to identify the competences needed to train people and enable them to manage professional situations involving these tools (World Health Organization, 2021; Wynn et al., 2023). The methodologies for investigating such competences are various; however, to date, few qualitative studies have been conducted by observing real work environments or analysing professionals’ perspectives to understand what knowledge, skills, and attitudes are truly required. In the context of this study, is intended to show how to address this gap by implementing a qualitative methodology to identify and define the competence requirements for nurses in transmitting and documenting patient clinical information innovatively using digital devices. In a broader research project, conducted in six Swiss hospitals wards, whose aim was to explore the impact of digital devices on the nursing team concerning patient clinical information transmission and documentation, the Course-of-Action (Poizat & Martin, 2020; Theureau, 2006) approach was adopted for work analysis. A theoretical and methodological framework for analyzing human activity that emphasizes the agent's experience in real work situations. For data collection, video ethnography (Collier et al., 2015) and job shadowing (Czarniawska, 2007) were combined. These methods aimed to capture video traces of nursing practices related to the transmission of clinical patient information using digital devices. To uncover the nurses’ perspectives and highlight the implicit aspects of their professional practice, the recorded nurses were engaged in a self-confrontation process, during which they analyzed and reflected on the videos of their own activities. By applying semiological analysis to the collected data, the study identified the knowledge, skills, and attitudes required to competently perform tasks involving the digital transmission of patients' clinical information. Finally, a competence list was developed encompassing two digital competences related to communication with the patient, three competences regarding intraprofessional communication, two competences in interprofessional communication, 13 competences related to asynchronous nursing documentation and seven transversal competences related to all the aforementioned areas. This analysis also defined the specific situated digital competences necessary for designing relevant training programs. In this way, useful material is provided to support policymakers in designing training curricula that align more closely with professional realities. Simultaneously, specific educational scenarios are created to facilitate the enhancement of these competences. This approach results in a training process that effectively reflects the needs of the actual work environment.

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