Assessment of Information Technology Literacy Among Health Records Management Professionals at the Jos University Teaching Hospital

<i>Background: </i>Information technology (IT) literacy is crucial for effective health record management in modern healthcare systems, enabling efficient data handling, enhanced patient care, and informed decision-making. However, disparities in IT literacy persist among health records professionals, particularly in developing countries. This study assessed IT literacy among health records management professionals (HRMP) at the Jos University Teaching Hospital (JUTH). <i>Methods</i>: A descriptive cross-sectional design was used, and a sample size of 310 was determined from a population of 1,380 using the Taro Yamane formula. A total of 341 questionnaires were administered, with 305 completed and analyzed, giving an 89.4% response rate. Data were collected using a validated and reliable (Cronbach’s Alpha ≥0.7) semi-structured questionnaire. Analysis was conducted with SPSS version 25, using descriptive statistics to summarize IT literacy levels, Chi-square and Fisher’s exact tests to assess associations, and binary logistic regression to identify predictors. Statistical significance was set at p < 0.05. <i>Results</i>: The results showed that the majority of respondents demonstrated moderate IT literacy, while a smaller proportion exhibited high or low levels. Out of the total participants, 77.2% of those aged 26–45 years had high IT literacy, compared to 2.5% among those ≤25 years. Gender was significantly associated with IT literacy (p < 0.001), with males more likely to have high literacy (AOR = 0.142; 95% CI: 0.069–0.294). Educational level significantly influenced IT literacy (p = 0.042), with holders of a B. Sc./HND degree showing higher odds of proficiency (AOR = 2.449; 95% CI: 1.042–5.758). Years of experience were significantly related to IT literacy (p < 0.001), with the highest competence seen among those with 6–10 years of service. Personal motivation (AOR = 0.339; p = 0.003), receipt of formal IT training (AOR = 2.632; p = 0.021), and availability of IT resources (AOR = 0.349; p = 0.004) were also significant predictors. <i>Conclusion:</i> IT literacy among HRMP at JUTH is significantly influenced by gender, education, work experience, personal motivation, formal IT training, and access to resources. Improving digital competence requires targeted interventions, equitable training opportunities, gender-responsive capacity-building, and strategies to enhance resource utilization.