Search Results (435)

Background/Objective: Social media platforms have become increasingly integrated into nursing students’ academic and daily lives, influencing how health-related information is accessed, evaluated, and shared. At the same time, eHealth literacy has emerged as an important competency for nursing students within contemporary digital healthcare environments. This study aimed to examine the relationship between multidimensional social networking engagement and perceived eHealth literacy among undergraduate nursing students. Methods: A cross-sectional descriptive correlational design was used among undergraduate nursing students (N = 146). Data were collected using an electronic survey that included demographic characteristics, the Social Networking Usage Questionnaire, and the Revised eHealth Literacy Scale. Descriptive statistics, Pearson’s correlation, and linear regression analyses were performed using SPSS version 26. Results: Participants reported moderate-to-high social networking engagement and generally favorable perceived eHealth literacy. A strong positive correlation was identified between SNUQ and eHEALS-R scores (r = 0.75, p < 0.001), with academic use showing the strongest dimension-level association with perceived eHealth literacy. In the adjusted regression model, social networking engagement remained independently associated with perceived eHealth literacy, whereas demographic variables and daily social media use showed no significant associations. Conclusions: The findings suggest that how nursing students engage with digital platforms is associated with their confidence in accessing, evaluating, and applying online health information. Strengthening purposeful and critical digital engagement within nursing education may help prepare students for contemporary digital healthcare environments. Full article

Background/Objectives: The digital transition in school settings is reshaping children’s learning, writing practices, and mental health trajectories. This narrative review examines whether handwriting still matters in contemporary hybrid educational environments from a multidisciplinary perspective. Methods: Evidence from neuroscience, developmental psychology, educational sciences, pediatrics, and child psychiatry was narratively synthesized, with attention to handwriting, digital exposure, learning, emotional regulation, and vulnerable populations. Results: Handwriting uniquely integrates fine motor control, visuomotor coordination, orthographic processing, attention, and embodied cognition, supporting early literacy, memory consolidation, conceptual learning, and reflective writing. Conversely, excessive or poorly mediated digital exposure may interact with attentional fragmentation, sleep disruption, online stressors, problematic use, and internalizing symptoms, particularly in vulnerable children and adolescents. Digital tools remain essential for personalization, accessibility, and compensatory support, especially for students with neurodevelopmental or learning difficulties. Conclusions: Handwriting and digital technologies should not be framed as competing educational paradigms. A developmentally sensitive hybrid model is needed, preserving handwriting during key stages of literacy and self-regulation while integrating digital tools as purposeful, individualized resources for learning, inclusion, and school mental health promotion. Full article

Background/Objectives: Health literacy is closely related to preventive behaviors, but its connection with actual oral health practices is still not fully clear, especially in the digital context. This study aimed to assess the association between general health literacy, digital oral health literacy, and oral health behaviors among dental medicine students. Methods: An observational cross-sectional study was conducted on a sample of 304 students. General health literacy was assessed using HLS-EU-Q16, digital oral health literacy using SMOHLQ, and oral health behaviors using HU-DBI. Statistical analyses included descriptive statistics, Spearman correlations, and linear regression models. Results: Oral health behaviors were moderate, while general literacy ranged from problematic to adequate, and digital literacy was high. No significant associations were identified between general health literacy and oral health behaviors (p > 0.05). Digital oral health literacy showed weak negative correlations with behaviors (r = −0.136, p = 0.018). Place of residence was a significant predictor (β = −0.394, p < 0.001), with the model explaining 16.2% of the variance. Conclusions: In this sample of dental medicine students, health literacy was not clearly related to better oral health behaviors. Digital oral health literacy was generally high, but its association with oral health behaviors was weak. Place of residence was associated with oral health behaviors, suggesting that preventive educational approaches for dental medicine students should also consider contextual factors. Full article

Background: Social media platforms like Instagram have become major sources of health information, often amplifying unverified claims. Nocturnal mouth-taping is one such trend promoted as beneficial for sleep and overall health despite limited scientific evidence. Methods: In April 2025, 530 Instagram reels tagged #mouthtape were retrieved via the official API. After exclusions, 390 reels were analyzed. Two independent reviewers assessed each reel for relevance, stance on mouth-taping, presenter characteristics, engagement metrics, and content type. Spearman’s correlation, Mann–Whitney, Kruskal–Wallis, and Chi-Square tests were applied. Results: Overall, 94.4% of reels endorsed mouth-taping. Most content was produced by companies (55.4%), while only 11.6% was posted by medical professionals. Supportive posts had significantly higher shares than critical ones (mean 923 vs. 193; p = 0.015). Male presenters’ reels achieved more likes and shares, though female presenters had more followers. English-language posts generated greater engagement. Commercial and medical claims predominated, with limited representation of evidence-based information. Conclusions: Instagram content overwhelmingly promotes mouth-taping, largely driven by commercial actors. High engagement with supportive posts, regardless of scientific validity, underscores the role of algorithms in spreading non-evidence-based health claims. Full article

The increasing complexity of algorithmically mediated and AI-mediated digital environments is reshaping how health information is interpreted. Existing digital health literacy frameworks predominantly conceptualize vulnerability as a deficit in individual skills, thereby insufficiently capturing the structural and cognitive conditions that shape interpretation. This study develops an integrative conceptual model that reconfigures health information interpretation as an emergent outcome of interacting cognitive, social, and algorithmic mechanisms. The analysis identifies three broad categories of interpretative mechanisms—cognitive, social, and algorithmically mediated—which are subsequently integrated into the five-dimensional Informational Resilience Ecosystem Model (IREM). First, cognitive heuristics and biases shape information processing. Second, social credibility signals influence evaluative judgments and trust formation. Third, algorithmic systems structure the visibility, prioritization, and distribution of information. Interpretation is conceptualized as an emergent outcome of interactions among these mechanisms. Building on these findings, informational resilience is theorized as an emergent system-level property contingent upon the configuration of interacting conditions rather than reducible to individual capacities. The Informational Resilience Ecosystem Model (IREM) captures this structure through five interdependent dimensions: cognitive, informational, social, algorithmic, and credibility infrastructure. The study shifts the analytical focus from competencies to conditions of interpretation and provides a structured framework for empirical operationalization by specifying dimensions, mechanisms, and their interactions. The model provides a theoretically grounded and operationally structured framework for advancing empirical research, public health communication, and platform-level interventions. Full article

Fine particulate matter with an aerodynamic diameter of 2.5 μm or smaller (PM2.5) is a major environmental health risk that threatens individuals’ health, quality of life, and sustainable well-being. In the digital era, protective behaviors are increasingly shaped by people’s ability to access, evaluate, and use health information from online sources. This cross-sectional descriptive correlational study examined the levels of health literacy, digital health literacy, and self-care behaviors for PM2.5 protection and examined their associations with self-care behaviors among adults in Mueang District, Samut Songkhram Province, Thailand. A proportionate stratified sample of 375 adults from 11 subdistricts completed structured questionnaires. Data were analyzed using descriptive statistics and multiple linear regression. Most participants had moderate health literacy (55.2%), digital health literacy (52.0%), and self-care behaviors for PM2.5 protection (56.3%). The health literacy and digital health literacy dimensions jointly explained 28.1% of the variance in self-care behaviors. Using digital information for health decision-making showed the largest unique association with self-care behaviors (β = 0.31), followed by decision-making for PM2.5 protection (β = 0.26) and evaluation of information credibility (β = 0.24). Understanding PM2.5 information did not contribute independently after the other literacy dimensions were considered. PM2.5 risk communication should therefore move beyond information provision and strengthen credibility assessment, information appraisal, and action-oriented decision-making while addressing socioeconomic and digital-access barriers. Full article

Generative artificial intelligence (GenAI) is rapidly reshaping higher education, prompting institutions to reconsider how students demonstrate capability in an environment where text can be generated, refined, and summarised with ease. Previous research shows that students use GenAI to improve efficiency, reduce workload, and support comprehension, yet continue to seek clearer guidance on acceptable use. This gap between widespread adoption and limited pedagogical direction underscores the need for structured approaches that help students understand how, when and why GenAI can be used. Within postgraduate health leadership education, cultivating digital literacy, critical reasoning, and ethical judgement are important, as future leaders must model responsible technology use within their organisations. This mixed-methods, cross-sectional, online survey pilot study examined whether embedding ethical GenAI use within assessment tasks reduced the likelihood of students engaging in additional unethical GenAI practices. The study also explored students’ motivations for using GenAI, perceived barriers to ethical engagement, acceptance or rejection of GenAI outputs, and the transferability of GenAI skills to professional practice. Thirty-nine responses from previous students provide early insight into how structured, ethical integration of GenAI within assessment design may influence student behaviour and support the development of responsible, critically informed GenAI use in postgraduate health leadership programs. Full article

Background and Aim: While the proliferation of digital health technologies and wearable devices provides nursing professionals with constant access to biometric data, the pathological reliance on these metrics represents an emerging, yet empirically unexamined, digital anxiety framework. This study aims to theoretically define and systematically analyze this theorized phenomenon—termed “Technohypochondria”—within the context of nursing management and clinical practice. Methods: Utilizing Walker and Avant’s eight-stage concept analysis method, a systematic literature search was conducted across PubMed, CINAHL, Scopus, and Web of Science databases. Following strict inclusion and exclusion criteria, a total of 1240 data sources spanning nursing, management, psychology, and informatics literature were analyzed. Results: Three defining attributes of Technohypochondria emerged inductively from the literature: (1) Biometric data obsession, (2) Digital misinterpretation and catastrophizing, and (3) Need for algorithmic feedback. Unlike the general informational search patterns of cyberchondria, these attributes specifically capture a continuous, device-driven feedback loop. Ownership of wearable technology and inadequate digital health literacy were identified as primary antecedents. The analysis revealed significant managerial consequences, including loss of clinical focus, increased risk of medical errors, and weakened professional autonomy. Conclusions: Technohypochondria operationalizes a specific anxiety framework driven by constant biometric monitoring, conceptually diverging from cyberchondria’s focus on online health-information seeking. For nursing managers, addressing the psychological relationship between staff and technology is a strategic necessity for patient safety and workforce productivity. A primary limitation of this study is its theoretical nature; however, this study provides the essential conceptual foundation awaiting future empirical validation and scale development. Full article

As digital beauty filters have become widespread among young people, their links with self-image cognition and behavioral responses have attracted growing attention. However, existing studies largely focus on Western samples or linear approaches, leaving Chinese youth underexplored in their cultural context. Using mixed methods combining grounded theory and fsQCA, this study examines the mechanisms shaping self-image cognition and behavioral responses among Chinese youth in the context of digital beauty filter use. Semi-structured interviews and three-stage coding identified four core categories: Beauty Filter Use Habits, Beauty Filter Use Motivations, Beauty Filter Use Preferences, and Psychological Responses to Beauty Filter Use. Building on this, fsQCA identified five configurational pathways. The psychological-response–motivation and psychological-response–preference core coexistence configurations were linked to high Self-Image Cognition; the three non-high Self-Image Cognition pathways formed two patterns: dual absence of psychological responses and motivations, and motivational-core absence with coexisting habits and preferences. Different self-image cognition outcomes may relate to adaptive behaviors, such as moderate retouching and naturalized self-presentation, or risk-related behaviors, such as avoidance of original images and overdependence on beauty filters. This study offers a new perspective on youth authentic self-construction and technological adaptation in the digital visual era, with implications for media literacy education, platform design, and mental health intervention. Full article

Objectives: Inadequate access to safe water, sanitation, and hygiene (WASH) continues to drive infectious diseases, malnutrition, and educational disparities, particularly among vulnerable populations. This systematic review examined WASH intervention strategies implemented in Malaysia between 2014 and 2025, focusing on shifts in hygiene-related knowledge, attitudes and practices (KAP), health outcomes, infrastructure improvements, and implementation challenges. Methods: A comprehensive search across five databases (Science Direct, PubMed, Scopus, Web of Science, and Google Scholar) identified twelve eligible studies targeting schools, healthcare settings, and rural or Indigenous communities. Results: Education-based interventions predominated (n = 10), often employing participatory and theory-driven approaches grounded in the Health Belief Model or Information–Motivation–Behavioural Skills framework. Evidence revealed significant improvements in KAP, particularly when digital, gamified, or storytelling elements were integrated. Community-led and caregiver-inclusive models demonstrated greater behavioural adoption and retention. Thematic analysis identified several implementation challenges, which include (i) sole reliance on self-reported outcomes with limited use of objective indicators, (ii) short intervention durations (<2 months) that limit long-term impact, and (iii) lack of policy and curriculum integration. Conclusions: Findings underscore the need for culturally tailored, longitudinal, and system-embedded interventions that combine behavioural theory with infrastructure investment. Integrating WASH initiatives into Malaysia’s health and education frameworks could advance Sustainable Development Goal 6, ensuring scalable and equitable improvements in hygiene literacy, community resilience, and public health outcomes. Full article

Background: As population aging accelerates, maintaining functional independence among older adults has become a critical public health priority. Cognitive function is a well-established determinant of instrumental activities of daily living (IADL); however, the role of digital literacy in shaping this relationship remains unclear. In the context of increasing digitalization, digital literacy may serve as a key factor supporting aging in place. Therefore, this study aimed to examine the moderating effect of digital literacy on the relationship between cognitive function and IADL among community-dwelling older adults. Methods: This descriptive cross-sectional study was conducted among 147 community-dwelling older adults aged 75 years and older. Cognitive function was assessed using the Korean version of the Montreal Cognitive Assessment (MoCA-K), IADL was measured using the Korean Instrumental Activities of Daily Living (K-IADL) scale, and digital literacy was evaluated using an 11-item dichotomous scale. Data were analyzed using descriptive statistics, Pearson’s correlation analysis, and hierarchical regression analysis. The moderating effect of digital literacy was tested using the PROCESS macro. Results: Cognitive function was positively correlated with digital literacy (r = 0.56, p < 0.001) and IADL (r = 0.26, p < 0.001), and digital literacy was also positively correlated with IADL (r = 0.25, p < 0.001). In the regression analysis, cognitive function significantly predicted IADL (B = 0.11, p = 0.004), but this effect became non-significant after including digital literacy in the model. A significant moderating effect of digital literacy was observed (B = −0.03, p < 0.001). Conditional effects analysis revealed that cognitive function significantly influenced IADL only among older adults with low levels of digital literacy (B = 0.12, p = 0.005), whereas no significant effect was found at moderate or high levels of digital literacy. Conclusions: Digital literacy significantly moderates the relationship between cognitive function and ADL among community-dwelling older adults. These findings suggest that digital literacy may function as a compensatory mechanism that mitigates the impact of cognitive decline on daily functioning. Enhancing digital literacy may represent an effective strategy to promote functional independence and support aging in place in an increasingly digital society. Full article

Introduction: The widespread use of digital devices has significantly increased screen time among children and adolescents, raising concerns about its effects on dietary behaviors and health outcomes. This narrative review aimed to examine the relationship between screen exposure, unhealthy eating behaviors, and associated physical and mental health risks in pediatric populations. Methods: A narrative review of the literature was conducted using PubMed, Scopus, and Web of Science databases, with the final search updated on 30 April 2026. Studies involving individuals aged 0–18 years were included if they investigated screen time, dietary behaviors, obesity, cardiometabolic risk, sleep, or mental health outcomes. Observational studies, interventional studies, systematic reviews, and meta-analyses were considered. Findings were synthesized qualitatively according to pre-specified thematic domains, with greater interpretive weight given to systematic reviews, meta-analyses, randomized trials, longitudinal cohorts, and large population-based studies. Results: Excessive screen time was consistently associated with unhealthy eating behaviors, including increased snacking, mindless eating, breakfast skipping, and higher consumption of ultra-processed and energy-dense foods. Digital food marketing and exposure to food advertising may influence children’s food preferences and intake. High screen exposure was also associated with sedentary behavior, sleep disturbances, circadian dysregulation, and altered appetite-related hormones such as leptin and ghrelin. These pathways may contribute to, or be consistent with, obesity, insulin resistance, dyslipidemia, hypertension, and metabolic syndrome, although most evidence remains observational. Moreover, excessive screen use was associated with anxiety, depression, emotional eating, binge-eating behaviors, and body image dissatisfaction, particularly among adolescents. Conclusions: Screen time may represent a modifiable behavioral and environmental correlate of dietary habits, metabolic health, and psychological wellbeing in children and adolescents. Prevention strategies should focus not only on reducing screen duration but also on improving the quality and context of media use through family-based interventions, school programs, digital literacy, promotion of physical activity, and regulation of digital food marketing. Further longitudinal and interventional studies are needed to clarify causal relationships and develop effective prevention strategies. Full article

Introduction: Traditional instruments for measuring lifelong learning of health professionals fail to capture digital-age learning, creating a critical measurement disconnect. To address this gap, we developed a 16-item Self-Pursuits, Aspirations, and Knowledge Endeavors in the Digital Era (SPArKED) instrument. Methods: To gather validity evidence for SPArKED, a cross-sectional survey was deployed to health professional students (n = 558). The survey questionnaire included: SPArKED, Jefferson scale of lifelong learning for students in health professions, basic psychological needs satisfaction scale, and human–computer trust scale assessing students’ trust in generative technology to support lifelong learning. Exploratory factor analysis (EFA) and correlation analysis were performed. Results: The EFA of the SPArKED revealed a three-component structure: networked learning, i-learning (individual mastery), and AI-powered learning, together explaining 55% of the total variance. The SPArKED demonstrated good internal consistency (α = 0.86) and convergent validity with the Jefferson scale of lifelong learning (r = 0.75). The correlations between SPArKED and psychological needs satisfaction scores were moderately high: autonomy (r = 0.50), competence (r = 0.48), and relatedness (r = 0.51). SPArKED had a higher correlation with students’ trust in generative technology to support lifelong learning than the Jefferson scale (r = 0.52 and r = 0.32, respectively). Conclusions: Compared to the Jefferson scale, the SPArKED instrument appears to better capture digital-age learning behaviors among students in health professions. By assessing these evolving behaviors in learners, education programs can better guide future health practitioners in developing desired lifelong learning competencies and digital literacies. Future research should gather validity evidence for SPArKED across diverse learner samples and educational stages, informing a critical re-assessment of established instruments in the rapidly evolving learning landscape. Full article

Background/Objectives: The rapid expansion of social media platforms has profoundly changed the way adolescents access reproductive health information. While digital environments increase accessibility to contraceptive content, they also facilitate the dissemination of misinformation, potentially influencing both contraceptive literacy and psychological well-being. The present study aimed to evaluate the relationship between sources of contraceptive information, contraceptive misinformation endorsement, contraceptive knowledge, and mental health indicators among Romanian adolescents and young adults. Methods: A cross-sectional observational study was conducted in a cohort of 210 Romanian adolescents and young adults. Participants completed a structured self-administered questionnaire assessing demographic characteristics, contraceptive information sources, digital health behaviors, contraceptive misconceptions, and contraceptive knowledge. Anxiety and depressive symptoms were evaluated using the Generalized Anxiety Disorder-7 (GAD-7) and Patient Health Questionnaire-9 (PHQ-9) scales. Correlation analyses and multivariable logistic regression models were performed to identify factors associated with poor contraceptive knowledge and moderate-to-severe anxiety. Results: Social media represented the primary source of contraceptive information for 58.1% of participants. Individuals relying predominantly on social media demonstrated significantly lower contraceptive knowledge questionnaire (CKQ) scores compared to those obtaining information from healthcare professionals (5.9 ± 1.8 vs. 8.1 ± 1.7, p < 0.001). Contraceptive misinformation endorsement was inversely correlated with CKQ scores (r = −0.44, p < 0.001) and positively associated with anxiety (r = 0.47, p < 0.001) and depressive symptoms (r = 0.41, p < 0.001). In multivariable analyses, primary reliance on social media (OR 2.21, 95% CI 1.12–4.34, p = 0.022) and low digital health literacy (OR 2.94, 95% CI 1.51–5.71, p = 0.001) were independently associated with poor contraceptive knowledge. Higher misinformation endorsement, infertility-related fears, and high social media exposure were independently associated with moderate-to-severe anxiety. Conclusions: Contraceptive misinformation endorsement was associated with lower contraceptive literacy and poorer psychological outcomes among adolescents and young adults. These findings highlight the growing importance of digital health literacy. However, given the cross-sectional design, the observed relationships should be interpreted as associations rather than causal effects, and longitudinal studies are required to clarify their directionality. Full article

Background/Objectives: Health literacy (HL) is recognized as an important social determinant of health. It supports healthy behaviors and effective health management throughout one’s life. For children and adolescents, developing HL influences their well-being, development, and ability to make informed health decisions. Nurses are strategically positioned to promote HL from an early age. To our knowledge, no prior synthesis has specifically examined nurse-led HL interventions targeting pediatric populations, highlighting the originality and relevance of this scoping review. The purpose of this review was to map and characterize nursing interventions aimed at improving HL outcomes in children and adolescents. Methods: A scoping review was conducted according to the Joanna Briggs Institute methodology, using a three-step search strategy, and reported in accordance with the PRISMA-ScR guidelines. Searches were conducted in MEDLINE, CINAHL, Scopus, Web of Science, and ProQuest with no date restriction, including studies published in Portuguese, English, or Spanish. Studies involving children and adolescents (ages 0–18) in any healthcare or community setting were eligible. Data on intervention characteristics and HL outcomes were extracted and analyzed descriptively, and no critical appraisal of the included sources was conducted. Results: A total of 44 studies were included. Interventions were predominantly school-based and focused on adolescents (n = 26), with a clear gap in early childhood (n = 2). Studies of early childhood primarily used storytelling and reading activities, whereas interventions targeting older children and adolescents more often employed participatory educational strategies, group-based approaches and digital platforms. The most frequently addressed topics were chronic disease management (n = 12), mental health (n = 7), and nutrition (n = 5). HL domains mainly focused on healthcare and health promotion, with fewer studies addressing disease prevention. Most interventions were conducted in school settings (n = 24), highlighting this context over those in primary care, community, and hospital settings. Conclusions: The results revealed nursing interventions used to promote HL, particularly in the management of chronic diseases, mental health and nutrition. However, the existing body of research is still limited. Key gaps include the absence of standardized measurement tools and the scarcity of longitudinal studies evaluating long-term outcomes. These limitations constrain the comparability and generalizability of findings, highlighting the necessity of more rigorous, methodologically robust research to support evidence-based practices. This scoping review comprehensively maps nurse-led interventions that promote HL among children and adolescents, identifying key priorities to guide future research in this area. Full article