In this issue of ISNCC Academic Express, we highlight reflections from a nursing education research team at The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong SAR, on conducting the revised eHealth Literacy Scale (eHEALS-R) survey among more than 1,000 nursing students using English and Chinese versions. The project explored students’ readiness to evaluate online health information, use interactive digital tools, and apply digital resources in clinical decision-making.
This work is particularly relevant to oncology nursing practice, as patients and families increasingly rely on digital sources for information about cancer prevention, screening, treatment, symptom management, and survivorship. The survey provides valuable insights into how nursing education can strengthen students’ ability to identify misinformation, assess the credibility of online resources, and communicate complex information with clarity and compassion. Developing these competencies will help future nurses deliver patient-centred, evidence-based cancer care in a rapidly evolving digital health environment.
Conducting the revised eHealth Literacy Scale (eHEALS‑R) survey among nursing students in Hong Kong was a meaningful experience that deepened our understanding of digital health literacy in nursing education. More than 400 students completed the English version and over 600 completed the Chinese version, generating a substantial bilingual dataset that reflected the multicultural context of Hong Kong’s nursing education. Beyond its methodological value, the survey prompted reflection on how well future nurses are prepared to support patients in an increasingly digital healthcare environment.
The original eHealth Literacy Scale was developed when digital health resources were less complex and less embedded in everyday practice. Today, nursing students must navigate online platforms, mobile applications, social media, and artificial intelligence tools. The original scale no longer fully captures the competencies required in contemporary healthcare. In response, a team of experts and educators produced the revised eHEALS‑R, which assesses students’ ability to evaluate online information, use interactive digital tools, and apply digital resources in clinical decision‑making. Using this updated scale allowed us to examine students’ digital readiness in a way that is more relevant to current nursing practice.
The relevance of eHealth literacy becomes particularly clear in cancer care. Patients and families often search online for information about prevention, screening, treatment, symptom management, and survivorship. However, the quality of online cancer information varies widely, and misinformation may create confusion, anxiety, or inappropriate health decisions. Nurses, as frontline educators and advocates, need to help patients identify reliable resources and interpret complex information. In this sense, the eHEALS‑R survey did more than measure students’ digital skills; it offered insight into their future capacity to provide accurate, patient‑centred cancer education.
From an educational perspective, the survey reinforced the need to integrate eHealth literacy more explicitly into nursing curricula, particularly in oncology and palliative care modules. For example, when learning about cancer screening or chemotherapy‑related symptom management, students should not only understand clinical guidelines but also critically appraise online patient education materials. The findings may help identify areas where students require further support, such as judging credibility, recognizing misinformation, and translating digital information into clear and compassionate patient education.
This project strengthened our appreciation of the close connection between research, education, and clinical practice. Managing a large bilingual survey required organization, ethical sensitivity, and attention to student engagement. More importantly, it encouraged us to reflect on how research findings can inform curriculum development and ultimately influence patient outcomes. By assessing and strengthening nursing students’ eHealth literacy, we are also enhancing their ability to provide reliable cancer information, reduce the impact of misinformation, and empower patients to make informed health decisions.
In conclusion, the eHEALS‑R survey was more than an academic exercise. It provided valuable insight into nursing students’ preparedness to function as digital health educators, especially in cancer care. The experience reinforced the importance of embedding eHealth literacy into nursing education as a foundation for effective communication, patient empowerment, and evidence‑based practice. Equipping future nurses with these skills is essential for delivering compassionate, reliable, and digitally informed cancer care in an era shaped by rapidly evolving health information.
