Assessing nursing students’ e−health literacy and foresights to global health challenges during COVID−19 restrictions: A cross-sectional study with a machine learning approach
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Abstract
Aim
This study aims to assess the e-health literacy and foresights to global health challenges of nursing students during the COVID19 restrictions.
Background
As the healthcare environment becomes more digitalized, understanding how nursing students perceive and prepare for global health challenges during the COVID19 restrictions and e-health literacy is crucial for customizing educational strategies to enhance their capabilities.
Design
A descriptive and correlational study design was employed.
Methods
The study included 310 nursing students from six universities in Istanbul, Turkey, encompassing both state and foundation institutions. Data were collected via online surveys, including an Information Form, a Foresight Form for Global Health Challenges and an EHealth Literacy Scale. The study extended beyond conventional statistical analysis by incorporating a tree-based ML model, specifically a Random Forest classifier, to identify complex patterns and relationships affecting ehealth literacy and global health perceptions.
Results
The analysis indicated that ehealth literacy levels among nursing students are significantly shaped by their academic year, participation in global health courses and engagement with international health organizations. ML techniques pinpointed the ability to discern highquality online health resources as a pivotal skill, emphasizing the need for nursing curricula to focus on advanced critical evaluation skills.
Conclusions
The findings stress the necessity of integrating critical evaluation and informationseeking skills into nursing education to equip students for the complexities of a globalized health landscape.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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