Shi Xinji, Li Jiang, Ji Xiaotong, Wu Yibo, Zang Shuang
Department of Community Nursing, School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province, 110122, China.
Student Affairs Office, School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province, 110122, China.
BMC Nurs. 2024 Nov 30;23(1):868. doi: 10.1186/s12912-024-02546-z.
This study aimed to explore the association between perceived social support and eHealth literacy in Chinese nursing students, with a particular emphasis on the mediating effects of self-efficacy, family health, and perceived stress within this relationship.
This study utilized data drawn from the 2023 Psychology and Behavior Investigation of Chinese Residents (PBICR) survey, which involved a sample of 967 nursing students. Structural equation modeling was utilized to examine the relationships among the study variables.
The mediating effect analysis revealed a negative direct relationship between perceived social support and eHealth literacy in Chinese nursing students (β = -0.149, p < 0.001). Both self-efficacy (β = 0.124, p < 0.05) and family health (β = 0.148, p < 0.05) acted as mediators in the association between perceived social support and eHealth literacy. Additionally, perceived social support positively affected eHealth literacy through a chain mediation of self-efficacy, perceived stress, and family health (β = 0.008, p < 0.05).
This study provides valuable insights for developing strategies to enhance nursing students' eHealth literacy, ultimately contributing to their professional development and the quality of healthcare services they provide.
本研究旨在探讨中国护理专业学生感知到的社会支持与电子健康素养之间的关联，特别强调自我效能感、家庭健康和感知压力在这种关系中的中介作用。
本研究使用了来自2023年中国居民心理与行为调查（PBICR）的数据，该调查涉及967名护理专业学生。采用结构方程模型来检验研究变量之间的关系。
中介效应分析显示，中国护理专业学生感知到的社会支持与电子健康素养之间存在负向直接关系（β = -0.149，p < 0.001）。自我效能感（β = 0.124，p < 0.05）和家庭健康（β = 0.148，p < 0.05）在感知到的社会支持与电子健康素养的关联中均起中介作用。此外，感知到的社会支持通过自我效能感、感知压力和家庭健康的链式中介对电子健康素养产生积极影响（β = 0.008，p < 0.05）。
本研究为制定提高护理专业学生电子健康素养的策略提供了有价值的见解，最终有助于他们的专业发展以及他们提供的医疗服务质量。
