Ayaz-Alkaya Sultan, Belay Hanna
Faculty of Nursing, Gazi University, Ankara, Türkiye.
Nursing Department, St. Cloud State University, St. Cloud, MN, USA.
Public Health Rep. 2025 Jun 9:333549251341230. doi: 10.1177/00333549251341230.
In health emergencies such as pandemics, nurses are on the front lines, thus increasing their risk of psychological distress. The mental health of nursing students may also deteriorate as a result of changes in learning and clinical practice environments. We measured the psychological effects of the COVID-19 pandemic and electronic health (eHealth) literacy among nursing students and identified associated factors.
We used a cross-sectional design to analyze students studying at 2 nursing schools in the United States and Türkiye (N = 887 nursing students). We used the Fear of COVID-19 Scale (range, 7-35) and the Coronavirus Anxiety Scale (range, 5-20) to measure fear and anxiety of the COVID-19 pandemic, and we used the Electronic Health Literacy Scale (range, 8-40) to measure eHealth literacy among students from April through June 2022. We conducted 1-way multivariate analysis of variance (F) to examine the relationships among variables, with ≤ .05 considered as significant.
Students had mean scores of 30.7 for eHealth literacy, 14.1 for Fear of COVID-19 Scale, and 6.2 for Coronavirus Anxiety Scale. Scores for eHealth literacy varied according to the students' school, academic level, and employment but were generally high. Sex (Wilks λ = 0.952; = 14.787; < .001) and the frequency of following news related to COVID-19 (Wilks λ = 0.927; = 11.424; < .001) influenced COVID-19-related fear and anxiety. eHealth literacy and fear of COVID-19 differed significantly by students' vaccine dose (λ = 0.983; = 5.081; = .002).
Increasing the level of eHealth literacy can contribute to reducing the psychological effects of health emergencies, such as the COVID-19 pandemic, among nursing students.
在大流行等卫生紧急情况下，护士处于前线，因此他们出现心理困扰的风险增加。由于学习和临床实践环境的变化，护理专业学生的心理健康也可能恶化。我们测量了COVID-19大流行对护理专业学生的心理影响以及电子健康素养，并确定了相关因素。
我们采用横断面设计，对美国和土耳其两所护理学校的学生（N = 887名护理专业学生）进行分析。我们使用COVID-19恐惧量表（范围为7 - 35）和冠状病毒焦虑量表（范围为5 - 20）来测量对COVID-19大流行的恐惧和焦虑，并使用电子健康素养量表（范围为8 - 40）来测量2022年4月至6月学生的电子健康素养。我们进行单因素多变量方差分析（F）以检验变量之间的关系，P≤0.05被视为具有统计学意义。
学生的电子健康素养平均得分为30.7分，COVID-19恐惧量表平均得分为14.1分，冠状病毒焦虑量表平均得分为6.2分。电子健康素养得分因学生所在学校、学术水平和就业情况而异，但总体较高。性别（威尔克斯λ = 0.952；F = 14.787；P < 0.001）和关注COVID-19相关新闻的频率（威尔克斯λ = 0.927；F = 11.424；P < 0.001）影响与COVID-19相关的恐惧和焦虑。电子健康素养和对COVID-19的恐惧因学生的疫苗接种剂量而有显著差异（λ = 0.983；F = 5.081；P = 0.002）。
提高电子健康素养水平有助于减轻护理专业学生在诸如COVID-19大流行等卫生紧急情况下的心理影响。
