A cross-sectional study of nursing students' eHealth literacy and COVID-19 preventive behaviours.

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Date

2023-02

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Abstract

Aim

This study explored nursing students' eHealth literacy, lifestyle behaviours and COVID-19-related preventive behaviours and associated factors.

Design

A cross-sectional comparative correlational study.

Methods

Nursing students (n = 358) from a metropolitan area of South Korea were recruited for an online survey. The online questionnaire included: The eHealth Literacy Scale, the Health Promoting Lifestyle Profile-II and the COVID-19-related preventive behaviour scale.

Results

COVID-19-related preventive behaviours correlated positively with satisfaction with one's major, time spent seeking health information online, eHealth literacy and lifestyle behaviours. Significant factors affecting COVID-19-related preventive behaviours were the following: being female (β = 0.194, p < .001), time spent seeking health information online (β = 0.114, p = .002), eHealth literacy (β = 0.167, p = .001) and lifestyle behaviours (β = 0.266, p < .001).

Conclusions

Findings highlight the need to strengthen searching behaviours to access accurate health information online and reinforce eHealth literacy and health-promoting lifestyle behaviours to improve COVID-19 preventive behaviours among nursing students.

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Published Version (Please cite this version)

10.1002/nop2.1320

Publication Info

Kim, Kyoung-A, Myung Sun Hyun, Jennie C De Gagne and Jeong-Ah Ahn (2023). A cross-sectional study of nursing students' eHealth literacy and COVID-19 preventive behaviours. Nursing open, 10(2). pp. 544–551. 10.1002/nop2.1320 Retrieved from https://hdl.handle.net/10161/26989.

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Scholars@Duke

De Gagne

Jennie De Gagne

Clinical Professor in the School of Nursing

Jennie Chang De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Clinical Professor and Director of the Nursing Education Specialty at the Duke University School of Nursing (DUSON). A prominent scholar in cybercivility and a recent thought leader in cyberethics, especially in AI integration with nursing education, she advances teaching and learning through instructional technologies that promote meaningful, student-centered experiences. De Gagne has authored over 200 publications, including 125 in peer-reviewed journals, and delivered 150 presentations on topics such as technology integration, faculty development, and digital civility and ethics. Recognized with numerous scholarships and awards, she is a fellow of both the National League for Nursing Academy of Nursing Education (ANEF) and the American Academy of Nursing (FAAN). Her expertise has garnered national and international media attention, leading to interviews in both print and digital media, and she brings significant experience in workforce training through distance and online education.


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