Public health reports (Washington, D.C. : 1974) · 2025
Psychological Effects of the COVID-19 Pandemic and eHealth Literacy Among Nursing Students in the United States and Türkiye, 2022.
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Ayaz-Alkaya Sultan, Belay Hanna
Аннотация
OBJECTIVES: 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.
METHODS: 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 P ≤ .05 considered as significant.
RESULTS: 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; F = 14.787; P < .001) and the frequency of following news related to COVID-19 (Wilks λ = 0.927; F = 11.424; P < .001) influenced COVID-19-related fear and anxiety. eHealth literacy and fear of COVID-19 differed significantly by students' vaccine dose (λ = 0.983; F = 5.081; P = .002).
CONCLUSIONS: 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.
METHODS: 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 P ≤ .05 considered as significant.
RESULTS: 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; F = 14.787; P < .001) and the frequency of following news related to COVID-19 (Wilks λ = 0.927; F = 11.424; P < .001) influenced COVID-19-related fear and anxiety. eHealth literacy and fear of COVID-19 differed significantly by students' vaccine dose (λ = 0.983; F = 5.081; P = .002).
CONCLUSIONS: 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.