{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T18:35:02Z","timestamp":1791916502878,"version":"4.3.4"},"reference-count":44,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T00:00:00Z","timestamp":1749427200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T00:00:00Z","timestamp":1749427200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Public Health Rep"],"published-print":{"date-parts":[[2025,7]]},"abstract":"<jats:sec>\n                    <jats:title>Objectives:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods:<\/jats:title>\n                    <jats:p>\n                      We used a cross-sectional design to analyze students studying at 2 nursing schools in the United States and T\u00fcrkiye (N\u2009=\u2009887 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\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      \u2009\u2264\u2009.05 considered as significant.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>\n                      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\u2019 school, academic level, and employment but were generally high. Sex (Wilks \u03bb\u2009=\u20090.952;\n                      <jats:italic toggle=\"yes\">F<\/jats:italic>\n                      \u2009=\u200914.787;\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      \u2009&lt;\u2009.001) and the frequency of following news related to COVID-19 (Wilks \u03bb\u2009=\u20090.927;\n                      <jats:italic toggle=\"yes\">F<\/jats:italic>\n                      \u2009=\u200911.424;\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      \u2009&lt;\u2009.001) influenced COVID-19\u2013related fear and anxiety. eHealth literacy and fear of COVID-19 differed significantly by students\u2019 vaccine dose (\u03bb\u2009=\u20090.983;\n                      <jats:italic toggle=\"yes\">F<\/jats:italic>\n                      \u2009=\u20095.081;\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      \u2009=\u2009.002).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/00333549251341230","type":"journal-article","created":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T08:36:38Z","timestamp":1749458198000},"page":"334-341","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":5,"title":["Psychological Effects of the COVID-19 Pandemic and eHealth Literacy Among Nursing Students in the United States and T\u00fcrkiye, 2022"],"prefix":"10.1177","volume":"140","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4745-5478","authenticated-orcid":false,"given":"Sultan","family":"Ayaz-Alkaya","sequence":"first","affiliation":[{"name":"Faculty of Nursing, Gazi University, Ankara, T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hanna","family":"Belay","sequence":"additional","affiliation":[{"name":"Nursing Department, St. Cloud State University, St. Cloud, MN, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2025,6,9]]},"reference":[{"key":"e_1_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.1590\/1806-9282.66.S2.31"},{"key":"e_1_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1038\/s41598-022-16328-7"},{"key":"e_1_3_2_4_2","doi-asserted-by":"publisher","DOI":"10.1080\/07448481.2021.1960849"},{"key":"e_1_3_2_5_2","doi-asserted-by":"publisher","DOI":"10.3390\/jcm11154263"},{"key":"e_1_3_2_6_2","doi-asserted-by":"publisher","DOI":"10.3390\/clinpract13030054"},{"key":"e_1_3_2_7_2","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph19073766"},{"key":"e_1_3_2_8_2","unstructured":"World Health Organization. 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