Association between Digital Health Literacy, Academic Stress, and Burnout among Undergraduate Healthcare Students

BackgroundExperts agree that the promotion of (digital) health literacy should be an integral part of the school curriculum. However, promoting (digital) health literacy within the German school system is difficult because (digital) health education is not a mandatory school subject in all the German states. Therefore, experts suggest that (digital) health literacy could be addressed as part of the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).ObjectiveThe goal of this study was to evaluate a newly developed e-learning course that was designed to improve (digital) health literacy in school-age children and concurrently to teach skills specified in the mandatory framework for digital education and digital literacy in schools. It was hypothesized that participants’ health literacy and digital health literacy levels would be higher after completing the e-learning course than they were before doing the course. Furthermore, it was hypothesized that after completing the e-learning course, participants’ subjective and objective knowledge in the domain of (digital) health literacy would be higher than it was before doing the course.MethodsThe pre-post measurement study was conducted online. After participants (N=323) gave their informed consent to participate in the study, they provided demographic information and answered all measures (premeasurement). Following this, participants had 7 days to complete the e-learning course. After finishing the e-learning course, participants answered all the measures again (postmeasurement).ResultsTo test the hypotheses, Bayesian paired samples t tests (1-sided) were conducted. After completing the e-learning course, participants showed higher health literacy levels. Specifically, they showed higher competency levels in the domains of theoretical knowledge (Bayes factor [BF]–0=676,000; δ=–0.316), practical knowledge (BF–0=92,300; δ=–0.294), critical thinking (BF–0=7.42e+13; δ=–0.482), self-awareness (BF–0=11,500,000; δ=–0.345), and citizenship (BF–0=266,000; δ=–0.306). Furthermore, participants achieved higher digital health literacy levels. Specifically, they achieved higher competency levels in the domains of information searching (BF–0=2.339; δ=–0.135), evaluating reliability (BF–0=2.03e+11; δ=–0.434), and determining relevance (BF–0=316,000; δ=–0.308). Moreover, participants demonstrated higher subjective (BF–0=3.58e+82; δ=–1.515) and objective knowledge (BF–0=3.82e+97; δ=–1.758) in the domain of (digital) health literacy.ConclusionsThe newly designed e-learning course provides an easy way for schools and teachers from all German states to integrate (digital) health literacy education into their school curriculums and lessons. The evaluated course is especially attractive because it was designed to improve (digital) health literacy and at the same time to teach skills specified in the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).

Digital health technologies can potentially reduce health disparities in cancer care. However, the benefits of digital health technology depend partly on users' digital health literacy, that is, "capabilities and resources required for individuals to use and benefit from digital health resources," which combines health and digital literacy. We examined issues for digital health technology implementation in cancer care regarding digital health literacy, via stakeholder consultation. Consumers, health care professionals, researchers, developers, nongovernment and government/policy stakeholders (N=51) participated in focus groups/interviews discussing barriers, enablers, needs and opportunities for digital health implementation in cancer care. Researchers applied framework analysis to identify themes of digital health literacy in the context of disparity and inclusion. Limited digital and traditional health literacy were identified as barriers to digital technology engagement, with a range of difficulties identified for older, younger and socio-economically or geographically disadvantaged groups. Digital health technology was a potential enabler of health care access and literacy, affording opportunities to increase reach and engagement. Education combined with targeted design and implementation were identified means of addressing health and digital literacy to effectively implement digital health in cancer care. Implementing digital health in cancer care must address the variability of digital health literacy in recipients, including groups living with disadvantage and older and younger people, in order to be effective. SO WHAT?: If cancer outcome disparity is to be reduced via digital health technologies, they must be implemented strategically to address digital health literacy needs. Health policy should reflect this approach.

Funding AcknowledgementsType of funding sources: None.BackgroundThe COVID-19 pandemic has highlighted the role of telemedicine in reducing face-to-face visits. Telemedicine requires either the use of digital support methods and a minimum technological knowledge of the patients. Digital health literacy, defined as the use of digital literacy skills to find and use health information and services, may influence the use of telemedicine in most patients, particularly in specific groups such as those with frailty.AimTo explore the association between frailty status, patients' use of digital tools and digital health literacy to determine whether it would be possible to implement control visits in patients followed in a cardiac arrhythmias outpatient clinic.MethodsWe prospectively enrolled consecutive patients referring to arrhythmias outpatient clinics of our department from March to September 2022. Patients were divided according to frailty status as defined by the Edmonton Frail Scale (EFS) into three subgroups: robust, pre-frail, and frail. The degree of health digital literacy was assessed through the Digital Health Literacy Instrument (DHLI) Scale. The DHLI explores 7 digital skill categories measured by 21 self-report questions. The self-report questions require participants to rate on a 4-point scale how difficult different tasks are and how frequently they encounter certain difficulties on the Internet. The total DHLI and each skill category score were calculated by summing the received scores in every single domain (3 questions per each skill category) and reported as mean and median. A multivariable logistic regression analysis was also use to evaluate the association between the non-use of the Internet and frailty status.ResultsA total of 300 patients were enrolled (36.3% females, median age 75 [66-84]) and stratified according to frailty status as: (i) Robust (EFS ≤ 5; n = 212, 70.7%), (ii) Pre-Frail (EFS 6-7; n = 47, 15.7%), and (iii) Frail (EFS ≥ 8; n = 41, 13.7%). Frail patients used less frequently smartphones, PC and emails and had less availability of Wi-Fi at home compared to robust patients (Table 1). At the multivariable logistic regression analysis, frailty was significantly associated with the non-use of the Internet (adjusted odds ratio, 2.58 95% confidence interval 1.92-5.61). Digital health literacy score decreased as the level of frailty increased in all the domains explored (operational skills, navigation skills, information searching, evaluating the reliability of the information, determining the relevance of online information, adding self-generated content and protecting privacy while using the internet, all p<0.001, Table 2).ConclusionsFrail patients are characterized by a lower use of digital tools and access to the Internet even though these patients would benefit the most from telemedicine. Digital skills are strongly influenced by frail status highlighting the need to implement digital health literacy with specific interventions in this population.Internet access and digital toolsDigital Health Literacy Instrument

Digital health literacy has emerged as a critical skill set to navigate the digital age. This review sought to broadly summarize the literature on associations between digital health literacy and (1) sociodemographic characteristics, (2) health resource use, and (3) health outcomes in the general population, patient groups, or parent or caregiver groups. A rapid review of literature published between January 2016 and May 2022 was conducted through a search of 4 web-based databases. Articles were included on the basis of the following keywords: "measured digital health literacy," "digital literacy," "ehealth literacy," "e-health literacy," "electronic health literacy," or "internet health literacy" in adult populations; participants were from countries where English was the primary language; studies had to be cross-sectional, longitudinal, prospective, or retrospective, and published in English. Thirty-six articles met the inclusion criteria. Evidence on the associations between digital health literacy and sociodemographic characteristics varied (27/36, 75% included studies), with higher education (16/21, 76.2% studies that examined the association) and younger age (12/21, 57.1% studies) tending to predict higher digital health literacy; however, other studies found no associations. No differences between genders were found across the majority of studies. Evidence across ethnic groups was too limited to draw conclusions; some studies showed that those from racial and ethnic minority groups had higher digital health literacy than White individuals, while other studies showed no associations. Higher digital health literacy was associated with digital health resource use in the majority of studies (20/36, 55.6%) that examined this relationship. In addition, higher digital health literacy was also associated with health outcomes across 3 areas (psychosocial outcomes; chronic disease and health management behaviors; and physical outcomes) across 17 included studies (17/36, 47.2%) that explored these relationships. However, not all studies on the relationship among digital health literacy and health resource use and health outcomes were in the expected direction. The review presents mixed results regarding the relationship between digital health literacy and sociodemographic characteristics, although studies broadly found that increased digital health literacy was positively associated with improved health outcomes and behaviors. Further investigations of digital health literacy on chronic disease outcomes are needed, particularly across diverse groups. Empowering individuals with the skills to critically access and appraise reliable health information on digital platforms and devices is critical, given emerging evidence that suggests that those with low digital health literacy seek health information from unreliable sources. Identifying cost-effective strategies to rapidly assess and enhance digital health literacy capacities across community settings thus warrants continued investigation.

HighlightsWhat are the main findings?Among 94 surgical inpatients, 25–27% showed inadequate digital or navigational health literacy.Digital health literacy declined significantly across age groups (p = 0.038), while navigational literacy varied widely without age-related differences (p = 0.239).Emergency surgery was independently associated with lower navigational literacy (β = −31.07; p = 0.018).Digital and navigational literacy were strongly correlated (ρ = 0.86), indicating overlapping competencies.What are the implications of the main findings?As healthcare increasingly shifts toward digital models, deficits in digital and navigational literacy may exacerbate inequities and hinder safe post-discharge transitions.Developing age-adapted and context-sensitive strategies—particularly for patients undergoing emergency surgery—is essential to promote equity and prevent digital exclusion.Background/Objectives: The digitalization of healthcare in general, and particularly of surgical care, increasingly requires patients to navigate online information and digital follow-up systems. Limited digital or navigational health literacy may hinder safe recovery and exacerbate health inequities. This study aimed to assess levels of digital and navigational health literacy and their associations in a sample of surgical patients. Methods: A cross-sectional study was conducted with ninety-four adults undergoing elective or emergency surgery, using the validated HLS19-DIGI (digital health literacy) and HLS19-NAV (navigational health literacy) instruments. Data collection took place between March 2025, and 28 August 2025, at a hospital in the Lisbon district. Descriptive analyses, bivariate analysis, and multiple regression were used to identify sociodemographic and clinical predictors. Results: Digital literacy varied significantly across age groups (p = 0.038), with median scores declining from 87.5 (31–45 years) to 31.2 (>65 years). Navigational literacy was lower in emergency versus elective surgery patients (41.7 vs. 83.3; p = 0.036). In adjusted models, self-employment predicted lower digital literacy (β = −36.06, p = 0.009), while emergency surgery remained the only predictor of navigational literacy (β = −31.07, p = 0.018). Digital and navigational literacy were strongly correlated (ρ = 0.859). Conclusions: The surgical patients in this study demonstrated marked literacy deficits, particularly older adults and those undergoing emergency procedures. Digital and navigational literacy appear to reflect overlapping competencies. As healthcare shifts toward digital models, it is essential to develop age-adapted strategies to promote equity and prevent exclusion.

Purpose: This study aims to strengthen digital literacy among mothers, who function as primary gatekeepers of health information within the family. The activity focuses on enhancing critical thinking, information verification skills, and awareness of misinformation risks when accessing digital health related content. Design Methodology Approach: A community based outreach intervention was conducted using the CRAP framework, which emphasizes Currency, Relevance, Authority, and Purpose in evaluating digital information. The program employed a pre test and post test design to assess changes in participants’ digital health literacy before and after the educational intervention. Findings: The findings reveal a measurable improvement in participants’ digital health literacy following the activity. Mothers demonstrated a stronger ability to critically evaluate online health information, identify unreliable sources, and recognize potential misinformation, particularly content circulated through social media and instant messaging platforms. Practical Implications: The results indicate that a simple, communicative, and context driven educational approach is effective in improving public awareness and critical evaluation skills in the digital environment. Accessible digital literacy programs are therefore essential for community empowerment, especially for vulnerable groups such as mothers who play a central role in family health decision making. Originality Value: This study highlights mothers as strategic actors in digital health information management and demonstrates that a practical CRAP based intervention can significantly enhance digital health literacy. The program contributes to the achievement of sustainable development goals related to digital skills and health literacy by empowering families to navigate digital information responsibly.

BACKGROUND Digital health tools are increasingly prevalent in post-operative care management, yet limited research exists on digital health literacy and tool adoption among safety-net hospital populations. Understanding these factors is crucial for developing effective digital health solutions for historically underserved communities. OBJECTIVE To evaluate digital health literacy, assess technology adoption readiness, and examine the relationship between patient-reported capabilities and demographic factors in a post-operative care context at a safety-net hospital. METHODS We conducted a mixed-methods study with 71 post-operative patients and 29 healthcare providers. Participants completed a modified eHealth Literacy Scale (eHEALS) assessment and demographic questionnaire, followed by usability testing of a digital health prototype. Digital health literacy was evaluated using a 10-point Likert scale, and correlations between demographic factors and digital health literacy were analyzed. RESULTS Despite common assumptions about technology barriers in safety-net populations, 69% of patients reported high confidence (score ≥3 on a 5-point scale) in finding health resources online, and 60.6% expressed confidence in using the internet for health-related questions. However, only 49.3% felt confident in using digital resources for health decision-making. Patient comfort with technology did not significantly correlate with age, but rather with prior technology exposure, with 78.9% reporting ≥10 years of digital device experience. CONCLUSIONS Digital literacy and health literacy have been studied in safety-net contexts, but there is a dearth of research on digital health literacy in post-operative care and safety-net populations specifically. Our findings suggest that digital health tools may be more feasible in safety-net settings than previously considered. However, the gap between patients' ability to find health resources and their confidence in using these resources for health decision-making highlights the need for targeted support in translating digital capabilities into healthcare management skills.

The on-going digital transformation of societies and our health system has to be taken into account when it comes to child and adolescent public health. Digitalization is also rapidly changing European (public) health systems, impacting the design of healthcare, the delivery of health education, and the necessary training of health professionals working with children and adolescents. Digital health literacy is rooted in health literacy and comprises the competencies to find, understand, appraise, and apply health information and services. Digital health literacy is becoming increasingly relevant to navigate the health system, to be informed and interact on health topics, and to manage one's own health. Digital health literacy not only has a positive impact on health it is also considered a key element to a successful transition to digital health and digital public health. Children and adolescents are born into a digital world and already at young age they start to engage with digital technologies and applications. This familiarity does not, however, imply a high digital health literacy, the competencies relevant to digital health literacy must still be trained and learned. The earlier children and adolescents develop these competencies, the earlier they can take responsibility for their health behaviours and health. Schools and educational institutions are therefore crucial concerning the promotion of digital health literacy. For its promotion it needs knowledge regarding the concept, how it can be measured and effectively promoted. The objectives of this workshop are to: • Provide an introduction into the concept of digital health literacy and its relevance for child and adolescent public health • Provide an overview and current challenges of measuring digital health literacy. • Provide insights into first time representative data on school children's digital health literacy and a collaborative project in schools between public health and paediatrics. • To clarify questions and exchange with the audience on experiences and possible interventions promoting digital health literacy in this age group • To provide data on school teachers' digital health literacy and the implementation of digitial health literacy in schools In this workshop, we wish to share knowledge and evidence on digital health literacy in children and adolescents and enter into an expert discussion on the public health relevance of digital health literacy, evidence and limitations of current digital health instruments, as well as options for the promotion of digital health literacy in children and adolescents. Three presentations will set the foundation for this exchange (3 x 10 minutes, brief Q&amp;A) after which 20 minutes are dedicated to the discussion. Key messages • Digital health literacy is an increasingly important health determinant of child and adolescent health and should be measured and promoted. • Digital health literacy can be promoted in the context of school health promotion, prevention and education.

Background Digital health literacy is an evolving concept and an interdisciplinary field of study. Digital health literacy describes the ability of people to find, understand, appraise, and apply digital health information and services. Recently, the concept has gained increased attention in European public health and health policy making. Digitalization of society and health care, the rise of digital communication technologies, the impact of digital health on public health, and the advent of artificial intelligence have all contributed significantly to the increasing uptake of digital health literacy. Children and adolescents frequently access health information sources on the Internet and Social Media these days and virtually interact with peers on health matters. Through digital health literacy, they can learn to better navigate these digital information environments and manage health information and services. In order for children and youth to become digitally health literate, it is important to address the development of digital health literacy as early as in schools. However, not only the competencies of schoolchildren matter but that of teachers are likewise important, and so are teaching and learning environments provided within schools. In Germany, digital education and literacy have become a mandatory requirement for schools and are addressed as cross-cutting topics in different school subjects. Both students and teachers are trained and educated in this new school topic. This new educational concept shares many similarities with digital health literacy and allows using these intersections to address digital health literacy in the school. However, evidence is scarce and not much is known about the state of digital health literacy in students and teachers, and even less is known about whether and to what extent digital health literacy is taught in schools. Objectives The goal of this workshop is to present first time findings from a unique German multi-centre, nation-wide school study on digital health literacy in students and teachers conducted in 16 federal states. (i) The first presentation will introduce an adaption of an instrument to measure digital health literacy of schoolchildren in Germany. (ii) The second presentation will introduce first time representative results of schoolchildren's digital health literacy. (iii) The third presentation will have its focus on the learning opportunities in schools concerning digital health literacy from the perspective of schoolchildren. (iv) The fourth presentation will illuminate evidence from the perspective of teaching digital health literacy in schools from the perspective of school teachers and associations with their own digital health literacy. The format of this workshop will be 4x8-minute presentations followed by a 20-minute panel discussion, reflecting the relevance of the results to public health research, practice and policy. Key messages • Digital health literacy has become an important public health topic, which must be addressed as early as in schools. • Targeted curriculum opportunities are important to effectively promote digital health literacy but interventions must address both students and teachers.

Telemedicine use has surged since the COVID-19 pandemic, offering a convenient way for patients to access health care. Whereas digital literacy (general comfort with and ability to use digital tools) is necessary to utilize telemedicine, digital health literacy is a subset of this, focusing on the ability to use digital tools to seek out, understand, and utilize health information. Barriers such as the lack of high-speed internet and limited digital health literacy can hinder telemedicine's effectiveness, particularly for historically marginalized populations with lower technological access.This study aims to characterize the relationship between baseline digital health literacy, appointment no-shows, and telemedicine usage in a Bronx population.In a Bronx-based cohort, we assessed digital health literacy using eHealth Literacy Scale (eHEALS) and eHealth Literacy Objective Scale-Scenario Based (eHeLiOS-SB), and health literacy with the Newest Vital Sign (NVS) instrument. Baseline sociodemographic characteristics (e.g., age, insurance type) were collected, and appointment no-show rates and telemedicine usage were calculated. Linear regression models were used to assess associations.Higher digital health literacy, private insurance (compared to Medicaid), and older age were associated with fewer no-shows. Higher video visit usage was also associated with fewer no-shows. Individuals at high risk of housing insecurity were less likely to use video visits, and higher phone visit usage was associated with patients experiencing financial resource strain. Digital health literacy was positively associated with White race and negatively associated with Medicare usage (compared to Medicaid).Higher digital health literacy correlates with increased appointment attendance, indicating the need to address digital barriers in health care. Increasing telemedicine use may help reduce no-shows, and patient-specific strategies are needed to enhance digital health literacy and telemedicine effectiveness.

The Ayushman Bharat Digital Mission (ABDM) is India’s ambitious effort to establish a complete digital health ecosystem. However, evidence on real-world adoption, user experiences, and barriers among target populations remains limited. To estimate the adoption of ABHA ID registration services among outpatient department (OPD) attendees in tertiary care hospitals, and to assess patient satisfaction, digital health literacy levels, and identify barriers, gaps, and limitations in accessing healthcare through ABDM. A hospital-based cross-sectional study was conducted among 425 outpatient department (OPD) attendees across three tertiary care hospitals in Agra using multistage random sampling from September 2024 to April 2025. ABHA ID registrations adoption rates were calculated from hospital records over eight months in comparison with conventional OPD registration (non-digital paper based). Digital health literacy was assessed using the validated 21-item Digital Health Literacy Instrument (DHLI). Patient satisfaction was measured using a structured 10-item Likert scale questionnaire. Barriers, gaps, and limitations were evaluated through structured interviews. Data were analysed using descriptive and inferential statistics. The study was conducted among 425 outpatient department (OPD) attendees. In which 537,278 total OPD visits, 129,007 completed ABHA ID registrations with a below average monthly adoption rate of 23.96%. Overall digital health literacy was moderate (mean DHLI score: 2.94 ± 0.72) among 425 OPD attendees, with males scoring significantly higher than females (U = 15,922, p < .001). Education showed the strongest positive correlation with DHLI scores (ρ = 0.480, p < .001) while age showed a weak negative correlation (ρ=-0.230, p < .001). Participants demonstrated better operational skills (2.38 ± 0.64) but weaker abilities in evaluating reliability (2.18 ± 0.66) and protecting privacy (2.22 ± 0.65). Patient satisfaction was high with over 80% agreeing that ABDM made registration easier and was user-friendly. However, only 55% felt comfortable with data privacy protection. Major barriers included preference for in-person healthcare (85.6%), high data plan costs (81.9%), difficulty using health apps (65.6%), language difficulties (64.0%) and hesitation to share one time password (OTP) (60.0%). Notably, 88% expressed need for training and support, while 58.6% lacked adequate knowledge about ABDM despite visiting participating facilities. While ABDM demonstrates operational efficiency and moderate patient user satisfaction, adoption of ABHA registration remains limited in comparison to conventional OPD registrations, with significant barriers related to digital literacy, awareness, economic constraints, and privacy concerns. Substantial gender, age, and educational disparities exist in digital health literacy. To achieve equitable and sustainable adoption, targeted interventions are essential, including community-based digital literacy programs, simplified multilingual interfaces, strengthened privacy safeguards, subsidized data access, and on-site support through trained facilitators particularly for vulnerable populations including women, older adults, and those with lower educational attainment.

BackgroundImplementing digital transformation and artificial intelligence (AI) in education and practice necessitates understanding nursing students’ attitudes and behaviors as end-users toward current and future digital and AI applications.PurposeThis study aimed to assess the perceived knowledge, attitudes, and skills of nursing students regarding digital transformation, as well as their digital health literacy (DHL) and attitudes toward AI. Furthermore, we investigated the potential correlations among these variables.MethodsA descriptive correlational design was employed in a Saudi nursing college utilizing a convenience sample of 266 nursing students. A structured questionnaire consisting of six sections was used, covering personal information, knowledge, skills and attitudes toward digital transformation, digital skills, DHL, and attitudes toward AI. Descriptive statistics and Pearson correlation were employed for data analysis.ResultsNursing students exhibited good knowledge of and positive attitudes toward digital transformation services. They possessed strong digital skills, and their DHL and positive attitude toward AI were commendable. Overall, the findings indicated significant positive correlations between knowledge of digital transformation services and all the digital variables measured (p = < 0.05). Senior students reported greater digital knowledge and a positive attitude toward AI.ConclusionThe study recommends an innovative undergraduate curriculum that integrates opportunities for hands-on experience with digital healthcare technologies to enhance their digital literacy and skills.

Digital health literacy describes an individual's ability to use digital information and tools to improve their own health. Understanding how digital health literacy varies across populations could help improve health equity. However, the determinants of digital health literacy have been scarcely evaluated. This study aims to assess the levels of digital health literacy in 4 countries (United Kingdom, Sweden, Italy, and Germany) and explore potential associations between digital health literacy and demographic characteristics and self-perceived health status. A cross-sectional online survey was disseminated to participants from the United Kingdom, Italy, Germany, and Sweden in December 2020. Digital health literacy was self-reported using the validated eHealth Literacy Scale (eHEALS; range: 0-40); low digital health literacy has been previously defined as an eHEALS score<26. Participant characteristics collected were sex, age group, ethnicity, country, and perceived overall health status. A multivariable linear regression analysis was performed to explore associations between these variables and digital health literacy. A total of 6331 participants were included (51.7% female, n=3272). The mean eHEALS score was 29.2 (SD 6.8). Participant age, sex, health status, and country of residence were included in the final multivariable model. Compared to the 45- to 54-year age group, the 55 years and older age group had lower digital health literacy (β=-1.0; 95% CI -1.4 to -0.5; P<.001), while digital health literacy was higher in those aged 25-34 years (β=0.9; 95% CI 0.3-1.5; P=.002) and 35-44 years (β=0.6; 95% CI 0.1-1.2; P=.03). Better health status was associated with greater digital health literacy (β=0.3; 95% CI 0.2-0.4; P<.001). Compared to participants from Germany, those from the United Kingdom (β=2.1; 95% CI 1.7-2.5; P<.001) and Sweden (β=2.9; 95% CI 2.4-3.4; P<.001) had higher digital health literacy scores, while there was no difference with Italian participants (P=.399). Sex and ethnicity did not have any significant effect on digital health literacy. This study found significant variations in digital health literacy by age, health status, and country of residence. Targeted educational programs for vulnerable groups, particularly those of older age and poorer health status, are essential. Policies fostering accessible digital health solutions and mitigating health technology-related uncertainties for these populations are crucial for achieving optimal health outcomes.

Background Digital health literacy plays a crucial role in personal health management, as it enables individuals to filter and obtain appropriate, accurate information and useful health services from a multitude of options. Nursing students are the future backbone of the healthcare industry. Psychological resilience, as a stable intrinsic psychological trait, may potentially influence digital health literacy by affecting individuals’ choices regarding a healthy lifestyle. The pathways and magnitude of this effect remain to be empirically tested. This study aims to investigate the impact of psychological resilience on digital health literacy among Chinese undergraduate nursing students and to explore the mediating role of healthy lifestyle in this relationship. Methods This study employed a descriptive cross-sectional design. From June to October 2023, we conducted a survey among eligible Chinese undergraduate nursing students using the Psychological Resilience Scale, the College Student Digital Health Literacy Scale, and the Healthy Lifestyle Scale. Results This study elucidated the impact mechanism of digital health literacy among Chinese undergraduate nursing students through multiple linear regression analysis and mediation model testing. Multiple linear regression revealed that gender, academic performance, physical fitness, psychological resilience, and healthy lifestyle were significant predictors of digital health literacy, accounting for 45.1% of the variance in digital health literacy (adjusted R² = 43.7%). Sobel test results showed that the indirect effect (Z = 2.992, P = 0.003), direct effect (Z = 2.284, P = 0.022), and total effect (Z = 6.094, P &lt; 0.001) were all significant. Bootstrap analysis indicated that the direct effect of psychological resilience on healthy lifestyle was 0.408 (95% CI: 0.022, 0.292), the total effect on digital health literacy was 0.832 (95% CI: 0.217, 0.423), and the indirect effect mediated by healthy lifestyle was 0.424 (95% CI: 0.079, 0.247), with all paths being significant (p &lt; 0.05). Conclusions The development of digital health literacy among nursing students requires a comprehensive intervention that addresses both psychological resilience and healthy lifestyle. It is recommended that psychological resilience training and healthy lifestyle guidance be integrated into the curriculum to systematically enhance the digital health competence of the future nursing workforce.

The workshop aims to explore innovative approaches to promoting health literacy and digital health literacy and their impact on individual and community health outcomes at different stages of life. This initiative is driven by the recognition that digital platforms and tools offer unprecedented opportunities to improve population health through health education and behavior change. The workshop will feature a dynamic and interactive format starting from plenary sessions in which speakers will provide insights into digital health promotion best practices and their outcomes, offering diverse perspectives. The added value of organizing this workshop lies in its comprehensive approach to integrating digital tools into health prevention strategies, particularly for addressing childhood smoking. By examining innovative digital interventions, the workshop provides a platform for sharing insights and strategies that leverage technology to promote healthier lifestyles among youth. This is increasingly pertinent as digital platforms become central in the daily interactions of young people. The coherence between the presentations revolves around the theme of enhancing digital health literacy as a preventive measure against health issues. The first presentation sets the stage by exploring digital tools that educate and engage young people about the dangers of smoking. The subsequent session builds on this by assessing the current state of digital health education and literacy, emphasizing the need for curriculum integration and better training for educators to support these initiatives effectively. Finally, the meta-analysis presentation ties everything together by evaluating the effectiveness of these digital interventions across various demographics, offering evidence-based recommendations for tailoring health literacy programs to diverse needs. Together, these presentations form a cohesive narrative on the critical role of digital literacy in health prevention, illustrating a clear pathway from educational content to educational infrastructure, and culminating in broad-based intervention strategies that can be adapted to different settings and populations. This coherence enhances the workshop’s impact, providing attendees with a well-rounded understanding of how digital tools can be harnessed to foster long-term health improvements from an early age. Live Q&amp;A sessions will encourage dialogue between speakers and attendees, enhancing the learning experience. By combining expert knowledge with interactive discussions, the workshop aims to share insights needed to implement effective digital health promotion strategies. Key messages • The role of health literacy and digital health literacy in improving health outcomes demands that the efficacy of the most effective strategies be evaluated. • Digital tools offer opportunities for innovative health promotion approaches and tools.