During the past years, computer and information technology has been rapidly integrated into the education and healthcare fields. In the 21st century, computers are more powerful than ever, and are used in all aspects of nursing, including education, practice, policy, and research. Consequently, student nurses will need to utilize computer technology effectively to promote their educational advancement, support their professional practice, provide a higher quality of nursing care, and engage in the science and policy that are associated with nursing and improved health outcomes. However, literature regarding computer competency of nursing students is scarce, and it is unclear what skills they actually have during their time at a university. The purpose of this cross-sectional correlational descriptive study was to investigate the computer competency of Thai nursing students, and examine the relationships among students' characteristics (age, academic year of matriculation, cumulative grade point average, and length of time spent with computers) and computer competency. Also, the predictors of computer competency were investigated. The framework for this study was based on Bertalanffy's general system theory. A descriptive correlational design with stratified random sampling was conducted to recruit a sample of 195 nursing students in the school of nursing at a university in Thailand. Self-administered questionnaires were used to collect data. Nursing students reported that they had moderate computer competency. They spent approximately 4 hours each day using a computer. Computers were used not only for fulfilling academic requirements, but also for entertainment. The software applications that they used most were Internet browsers, word possessing programs, and Power Point, respectively. Age, academic year of matriculation, and length of time spent with computers were positively correlated with the computer competency of nursing students. All students' characteristics significantly explained 3% of the variance in computer competency. The empirical knowledge obtained from this study helps to inform educators and policy makers about the needs related to students' computer competency and the directions for future research, curriculum innovations, and policy implementation regarding computer competency for undergraduate nurses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]