Healthcare Students’ Perceptions of Digital Resources for Patient Education

Session Description

Health literacy is defined as the “degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others” (Centers for Disease Control and Prevention, 2022, para 1). Digital health literacy is increasingly important due to the use of websites, apps, social media sites, and online videos for patient education (Walker, 2020). Including health literacy content may increase healthcare students’ awareness, knowledge, and skills about health literacy so that they can provide appropriate care to patients with low health literacy (McCleary-Jones, 2016). The purpose of this project was to assess graduate nursing students’ perceptions of the role of digital resources in patient education.

Demographic information and survey data was obtained from graduate nursing students to assess digital health literacy and their perceptions of the role of digital resources in patient education prior to and after they analyzed healthcare websites for digital health literacy. The survey used was the eHEALS: The eHealth Literacy Scale from the Norman and Skinner (2006).
Students had an increased knowledge of digital health resources after analyzing healthcare websites for digital health literacy. Many students reported that the internet sites’ readability level was higher than expected.

Though this experience, graduate nursing students felt they achieved increased awareness of the issues of readability and appropriateness of information on national healthcare websites. In addition, students felt better prepared to educate patients regarding digital health literacy.

Presenter(s)

Tracy P. George
Francis Marion University
Florence, SC, USA

Tracy George is an Associate Professor of Nursing, the J.L. Mason Endowed Chair in Health Sciences, and the Coordinator of the Bachelor of General Studies Program at Francis Marion University in Florence, SC. Since 2012, Tracy has taught undergraduate and graduate nursing courses at Francis Marion University. Tracy has worked as a family nurse practitioner since 1999. Tracy continues to work one day per week as a nurse practitioner. She has presented statewide and nationally on nursing and nursing education topics.


Claire DeCristofaro, MD
Medical University of South Carolina
Asheville, NC, USA

Claire DeCristofaro, MD is a graduate of Hunter College of CUNY, where she was a Thomas Hunter Honors Scholar, and received her MD degree from Albert Einstein College of Medicine. Her family practice has been in urban (inner city) New York City, rural TN, and rural SC in the HRSA/free clinic settings, and she has been faculty at healthcare and behavioral health programs and has served as clinical preceptor for medical, pharmacy (DPh), FNP and PA students. Currently, she teaches at the Medical University of SC and Oak Point University with courses in advanced pathophysiology, advanced pharmacology, community health, clinical diagnostics, physical exam/health assessment, health psychology, physiological psychology, and gerontology, as well as authoring CE courses, most recently with a focus on Controlled Substance prescribing. She is a federal grant reviewer for SAMHSA and DHHS (OASH Office of Population Affairs and OASH Office of Women’s Health). She has received several teaching awards, and has published on the scholarship of teaching and learning as well as clinical topics. Book chapters have included psychopharmacology for integrated behavioral health practice and use of mobile technology in nursing education. Education conference presentations include student engagement in the online discussion board, peer review of online teaching, assessment of online courses, online communities in graduate nursing education, online resources for adult arts education, the flipped classroom, service learning, health literacy, collegial collaboration, & mobile technology in teaching. She enjoys stressing the practical aspects of advances in basic science as they apply to clinical therapeutics.


Sarah H. Kershner, PhD
Francis Marion University
Florence, SC, USA

Sarah Kershner currently serves as an Associate Professor of Public Health and Chair of the Healthcare Administration Department at Francis Marion University. Sarah received a Bachelor of Science degree in Health Science from Clemson University, Master of Public Health degree from the University of South Carolina, and Doctor of Philosophy degree in Health Promotion, Education and Behavior from the University of South Carolina, Arnold School of Public Health. Sarah’s interest areas include reproductive health/sexual health, research and evaluation, LGBTQ+ inclusivity in healthcare, contraceptive technologies, sexually transmitted infections, and adolescent risky behaviors.
Prior to her role at Francis Marion, Sarah worked at Fact Forward (formerly SC Campaign to Prevent Teen Pregnancy) for over nine years where she managed a federal research study supporting the implementation of a reproductive health curricula in South Carolina middle schools aimed at reducing the teen birth rate statewide. Sarah has authored several peer-reviewed articles, presented dozens of presentations nationwide and has been involved on review teams and panels with Mathematica Policy Research, Cornell University and ETR Associates.

tcc2023

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