Objective: To elucidate the concept of digital health literacy by delineating its primary dimensions, origins and effects. Through this clarification, we seek to augment our understanding of the contemporary use of the concept of digital health literacy. Methods: Rodgers's concept analysis was employed to investigate digital health literacy as a context-influenced concept evolving with technological progress. Six databases (PubMed, Embase, CINAHL, RISS, KISS and DBpia) and Google Scholar were searched from 2006 to 2023, focusing on the terms ‘digital health literacy’, ‘eHealth literacy’ and ‘mHealth literacy’. Of 2,819 papers, 32 were included in the analysis to identify the conceptual structure of digital health literacy. Results: The conceptual structure of digital health literacy was identified, and its evolution was traced. Currently, the four critical attributes are (a) goal-driven regulation, (b) information processing, (c) communication and (d) utilisation. Functional literacy, prior health knowledge and experience, and access to technology are antecedents, while positive health outcomes, increased perceived control and enhanced health-related quality of life emerged as consequences. Additionally, the concept was influenced by multilevel contextual factors. Conclusions: By enhancing our understanding of digital health literacy; standardising its terminology; and exploring the interactions among its antecedents, consequences and influencing factors, this study aims to reduce health disparities and promote equitable health in the digital era. The results of this foundational work, which establishes a basis for future research and policy development, provide clear pathways for developing targeted interventions and measurement tools of digital health literacy, ultimately contributing to better health practices.

Background: Extremely low frequency magnetic fields (ELF-MFs) are classified as a possible carcinogenic factor (Group 2B). This study assessed the association between ELF-MFs and childhood cancer through a systematic review and meta-analysis. Methods: Three databases were searched in January 2020. We conducted a meta-analysis for the association between the ELF-MFs exposure level and childhood cancer. Results: A total of 33 studies were identified. Thirty studies with 186,223 participants were included in the meta-analysis. Children exposed to 0.2-, 0.3-, and 0.4-μT ELF-MFs had a 1.26 (95% confidence interval [CI] 1.06–1.49), 1.22 (95% CI 0.93–1.61), and 1.72 (95% CI 1.25–2.35) times higher odds of childhood leukemia. In childhood brain tumors, children exposed to 0.2-μT had a 0.95 (95% CI 0.59–1.56) times higher odds, and those exposed to 0.4-μT ELF-MFs had a 1.25 (95% CI 0.93–1.61). Children exposed to 0.2- and 0.4-μT ELF-MFs had a 1.10 (95% CI 0.70–1.75) and 2.01 (95% CI 0.89–4.52) times higher odds of any childhood cancers. Conclusions: Significant associations were observed between exposure to ELF-MFs and childhood leukemia. Furthermore, a possible dose-response effect was also observed.

This systematic review and meta-analysis investigated whether using web-based nursing educational programs increases a participant’s knowledge and clinical performance. We performed a meta-analysis of studies published between January 2000 and July 2016 and identified through RISS, CINAHL, ProQuest Central, Embase, the Cochrane Library, and PubMed. Eleven studies were eligible for inclusion in this analysis. The results of the meta-analysis demonstrated significant differences not only for the overall effect but also specifically for blended programs and short (2 weeks or 4 weeks) intervention periods. To present more evidence supporting the effectiveness of web-based nursing educational programs, further research is warranted.

The purpose of study was to identify the attributes of the concept of compassion competence for nurses. A hybrid model was used to develop the concept, which included fieldwork performed. The concept of compassion competence was found to possess 3 dimensions: (a) acquisition of a wealth of knowledge; (b) development of skills of emotional communication, sensitivity, insight, and self-regulation; and (c) development of attitudes of respect and empathy, and maintenance of occupational distance. Compassion competence could be useful for developing ways to enhance the knowledge, skills, and attitudes required for nurses to provide compassionate care in various nursing practices.