Differences in digital health literacy and future anxiety between health care and other university students in England during the COVID-19 pandemic

Abstract

Background This study investigates university students’ digital health literacy and web-based information-seeking behaviours during the early stages of the COVID-19 pandemic in England. It compares undergraduate and postgraduate students in non-health related subjects with health care students, many of whom were preparing for, or working in, frontline roles. The survey was conducted as part of a wider study by the COVID-HL research consortium. Methods A cross-sectional study was conducted among n = 691 university students aged ≥18 years from 25 universities across England using an adapted digital survey developed by COVID-HL. Data were collected regarding sociodemographic characteristics and specific measures drawn from the Future Anxiety Scale and the Digital Health Literacy Instrument (DHLI). These had been adapted for use in an English setting and to the specific context of the COVID-19 pandemic. Other data collected included students’ anxiety or worries about the future using the Dark Future Scale as well as behaviours in online information-seeking. Data were analysed using correlations to test for relationships between constructs and also between group comparisons to test for differences between students studying health and non-health related subjects. Results Across digital health literacy dimensions, there was no significant difference between students studying health-related subjects and other students. Health care students did report greater difficulties in relation to how to behave online. They also relied less on public body sources for information about the pandemic. A significant difference was found between the two student populations in relation to their anxiety about the future with health care students reporting fewer fears about the future. Conclusions Although digital health literacy is well developed in university students, a significant proportion of students still face difficulties with evaluating online information which may frustrate public health efforts. This could be addressed by ensuring health students’ curriculum in particular encompasses digital health literacy.

COVID‐digital health literacy and subjective well‐being of students in Ghana: Mediation‐moderation analyses

“…It must be acknowledged that though previous studies have not examined the intermediary role of information accuracy, some have found a link between DHL and information accuracy. 8 , 26 Similarly, the link between information accuracy and subjective well‐being has been established. 13 , 16 It can be gleaned from these findings a possible mediating role of information accuracy, which supports the findings of this current study.…”

“… 25 Extant researchers have discovered that higher DHL is associated with subjective well‐being among young adults. 19 , 26 , 27 For example, in China, a positive association between COVID‐DHL and the psychological well‐being of students has been reported. 15 , 28 Similarly, Nguyen et al 16 in Vietnam established that COVID‐DHL positively influences the subjective well‐being of students.…”

“…Identifying which information is accurate and helpful requires DHL. 26 , 29 Accessibility to correct information increases COVID‐19 health literacy. 8 Nguyen et al 16 in Vietnam found a significant positive association between the importance of online information content related to COVID‐19 and the subjective well‐being of students, while Zakar et al 13 in Pakistan observed a negative association between students' subjective well‐being and information accuracy.…”

“…Overall, there is a paucity of evidence with reference to COVID‐DHL and subjective well‐being among students in Ghana despite a large volume of literature on these phenomena across western countries. 15 , 16 , 26 The study assessed the (a) linear relationship between the pairs of the following variables: DHL, subjective well‐being, information accuracy and prevalence of underlying health conditions, (b) mediating role of information accuracy in the relationship between DHL and subjective well‐being, and (c) moderating effect of the prevalence of underlying health condition in the relationship between DHL and subjective well‐being. The outcome of this inquiry would provide useful information on the vulnerability of students during crises and inform policymakers to provide health educative interventions in schools aimed at strengthening DHL among students to increase their subjective well‐being.…”

COVID-19-related future anxiety is associated with the health-related quality of life in school-aged children and adolescents—A cross-sectional study

“…Previous studies have examined future anxiety and the impact of health literacy, particularly among college students ( 18 , 19 ). It was found that higher health literacy was associated with lower future anxiety among Polish adults ( 18 ).…”