Objective The aim of this study is to determine the healthy lifestyle behaviors and e-health literacy levels of adolescents. Method A descriptive research design was used in this study. It was conducted with a total of 390 students in the Faculty of Health Sciences. The data were collected using a personal information form, the Healthy Lifestyle Behaviors Scale II and the e-Health Literacy Scale for Adolescents. For data analysis, descriptive analyses, t-test, variance, Kruskal-Wallis, the Mann-Whitney U and Pearson Correlation tests were used. Necessary approvals were obtained to conduct this study. Results The present study found that the e-Health Literacy Scale mean score of adolescents was 27.51 and their HLBS-II mean score was 129.01. A positive significant relationship was found between the e-health literacy and healthy lifestyle behavior in adolescents. Conclusion This study emphasizes the importance of e-health literacy in developing nursing procedures designed to increase the healthy lifestyle behaviors of adolescents.

Purpose Nursing care is a holistic practice that contains biological, psychological, sociological, and spiritual elements. Spiritual care is also one of the core aspects of a holistic care approach, The provision of optimal spiritual care requires a good understanding of the issue by nurses. The present study determines the competencies of nursing students in spiritual care and the status of spiritual caregiving. Design and Methods The study has a descriptive, cross-sectional, and qualitative research method of answers to follow-up questions. The study was conducted with 468 nursing students who are 1–4 years in a BSN program in Turkey. Personal information form, semi-structured interview form, Spiritual Caregiving Scale, and Spiritual Care Competence Scale were used for the collection of data. Findings The average scores recorded by the participants in the Spiritual Caregiving and Spiritual Care Competence Scales were 145.60 ± 20.63 (the perception of spirituality and spiritual care is moderate-high) and 102.92 ± 15.67 (the competence of the nurse in spiritual care is moderate-high), respectively. It was found that nearly half of the respondent students had never heard of the concept of spiritual care, nor did they have any knowledge of such care, and almost none had undergone training in this subject. Practice Implications Important to add spiritual care to the nursing curriculum as a separate course or subject, and to raise awareness of students through applied teaching methods.