E-HEALTH LITERACY SKILLS OF NURSING LEARNERS IN A STATE UNIVERSITY

RIVERA, JELLA KRISTEL G.

SEBASTIAN, MAY ANGELINE G.

UGOT, JEEMICAH ANDREA L.

VALDEZ, TRICIA MAE J.

Submitted to the Faculty of the College of Health Sciences

Mariano Marcos State University

BACHELOR OF SCIENCE IN NURSING

June 2022
 APPROVAL SHEET

The thesis attached is hereto entitled E-HEALTH LITERACY SKILLS OF NURSING

LEARNERS IN A STATE UNIVERSITY, prepared and submitted by RIVERA JKL, SEBASTIAN
MAG, UGOT JAL, VALDEZ TMJ in partial fulfillment of the requirements for the degree Bachelor
of Science in Nursing, is hereby accepted;

FLORDELIZA I. TABANIAG, RN, MAN

Member, Advisory Committee

ROEL M. BELJAMIN, RN, MAN, DPA

Member, Advisory Committee

JULIE C. DAMASO, RN, MAN

Member, Advisory Committee

JUDITH P. VALENZUELA, RN, MAN

Member, Advisory Committee

Accepted in partial fulfillment of the requirement for the degree Bachelor of Science in Nursing.

JUDITH P. VALENZUELA, RN, MAN

Chair, Department of Nursing

RYAN DEAN T. SUCGANG, MSHMS

OIC-Dean, College of Health Sciences

Date Signed
 ACKNOWLEDGEMENT

This research study would not be completed without the whole hearted support,

love and guidance by numerous individuals. They are instrumental for the realization of

this research. In recognition of their assistance, the researchers wish to convey their

gratitude and appreciation to the following:

Prof. Ryan Dean T. Sucgang, the OIC Dean of the College of Health Sciences

and Prof. Judith P. Valenzuela, Chairperson of the Department of Nursing, for the

approval of the research study;

Prof. Flordeliza I. Tabaniag, their research adviser, for her critical review of this

research throughout the entire course of this study, who provided unending moral

guidance, invaluable knowledge and motherly assistance throughout the endeavor which

substantially refined this paper into its final form;

Dr. Roel M. Beljamin, Prof. Julie C. Damaso, and Prof. Judith P. Valenzuela,

their panel members, for sharing their precious time, knowledge and expertise in

discussing about the study with the researchers that substantially led to the refinement of

the thesis;

The members of the University Research Ethics Review Board, who patiently

and carefully evaluated the research study fortifying that this work conforms to ethical

considerations;

The Class Presidents in each section of the Department of Nursing, who willingly

assisted the researchers in the distribution of the online questionnaires using google link;

The Respondents, for being cooperative and compliant throughout the conduct of

the study.
 Prof. Edrian D. Saraos, their statistician, for imparting his knowledge on the

statistical treatments that are appropriate and highly-applicable to the study.

The researchers’ friends, group mates, batchmates and schoolmates, for

giving encouragements and support beyond continuity;

Their parents, who served as their inspiration and motivators, for their unending

love and support and for always being there for them to strengthen the determination of

the researchers and encouraged them further to do their best. They were the ones who

provided the needs of the researchers be it physically, emotionally, spiritually and

financially to hurdle the obstacles for the success of this research study;

And above all, to the Almighty Father, who provided the researchers’ strength and

wisdom to sustain and overcome the challenges encountered throughout the conduct of

the study.

The Researchers

iii
 ABSTRACT

RIVERA JKG, SEBASTIAN MAG, UGOT JAL, VALDEZ TMJ. Mariano Marcos State
University, College of Health and Sciences, Department of Nursing, June 2022. E-health
Literacy Skills of Nursing Learners in a State University
Major Adviser: Prof. Flordeliza I. Tabaniag
Nurses are the first point of contact for health information in most communities so
they should have a sufficient degree of e-Health literacy to deliver improved health
services and healthcare education, especially that communication and technology are
continuously evolving. Nursing learners should learn how to become e-Health literate not
patients'
just to empower and strengthen their patient’s self-reliance in managing their own health,
but also to help them make better and more informed health decisions, become digitally
literate and determine how important the parameters they use to choose health websites.are.
This study aimed to determine the e-Health literacy skills of nursing learners in a State
University.
Non-experimental, quantitative descriptive correlational design was utilized in this
study wherein 254 nursing learners from all year levels were selected from the Mariano
Marcos State University – College of Health and Sciences. Data were gathered using a
three – part electronic questionnaire- checklist. Data were statistically treated using
frequency counts, percentage, weighted mean, Pearson product moment correlation and
it was collated using frequency counts and expressed in percentage.
The task that got the highest mean was identification of reliable sources with a
mean of 3.76. The overall mean from the gathered data was 3.57 which is described as
strongly perceived aligned to the proficient level.
learners
In conclusion, the nursing learners’ access online health information that are
scholarly, peer-reviewed articles and books which are deemed to be reliable sources of
information. Furthermore, almost all nursing learners can perform complex tasks such as
knowing how to properly use online health information and evaluate content validity and
source credibility.
Keywords: e-health, e-health literacy, nursing education, nursing informatics, nursing
learners

iv
 TABLE OF CONTENTS

PAGE

CHAPTER I. THE PROBLEM

Rationale 1
Statement of the Objectives 2
Significance of the Study 3
Scope and Limitation 4
Operational Definition of Terms 4

CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 6
Related Studies 10
Theoretical framework 19
Conceptual Framework 20
Hypothesis 21

CHAPTER III. METHODOLOGY

Research Design 22
Locale of the Study 22
Sampling Design 23
Data Gathering Procedure 24
Statistical Treatment 26
Ethical Considerations 27

CHAPTER IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Nursing Learners 30

Perceived e-Health Literacy 34
Relationship between the Profile and Perceived e-Health 37
Literacy of the Nursing Learners

CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Conclusion 41
Recommendations 42

v
BIBLIOGRAPHY 44

APPENDICES
Appendix A (Questionnaire) 47
Appendix B (Informed Consent) 51
Appendix C (Ethical Clearance) 54
Appendix D (Letter of Request to the Dean) 55

CURRICULUM VITAE 56

vi
 LIST OF TABLES

Tables Page

1 Profile of the Nursing Learners 30

2 Perceived e-Health Literacy 35

3 The Relationship between the Profile and Perceived e-Health 37

Literacy of the Nursing Learners

vii
 LIST OF FIGURE
Figure Page
1 The Research Paradigm 21

viii
 CHAPTER I

THE PROBLEM

Rationale

e-Health literacy is defined as the capacity to seek, locate, interpret, and assess

health information from electronic sources and apply the knowledge obtained to address

or solve a health problem (Norman and Skinner, 2006). Unlike other types of literacy, e-

Health literacy integrates aspects of many literacy skills and applies them to e-Health

promotion and treatment (Journal of Medical Internet Research, 2011).

Nurses are the first point of contact for health information in most communities so

they should have a sufficient degree of e-Health literacy to deliver improved health

services and healthcare education, especially that communication and technology are

continuously evolving. However, there are still nurses who lack the necessary skills to use

electronic resources for learning and making health-related decisions, making the delivery

of care to the patient’s poor, posing a greater risk to their safety and well-being (Oducado

& Moralista, 2020).

The global COVID-19 pandemic has put everyone in an urgent need of accessing

and comprehending health information online. Meanwhile, there has been a vast amount

of information/misinformation/disinformation generated over the Internet, particularly

social media platforms, resulting in an infodemic. Infodemic is a blend of "information" and

"epidemic" that typically refers to a rapid and far-reaching spread of both accurate and

inaccurate information about something, such as a disease. This public health crisis of
to
COVID-19 pandemic has put each individual and the entire society in a test: what is the

level of e-Health literacy that is needed to seek accurate health information from online

resources and to combat infodemic during a pandemic?

 2

As nursing learners, one should learn how to become e-Health literate. This is not

just to empower and strengthen their patients' self-reliance in managing their own health,

but also to help them make better and more informed health decisions, become digitally

literate and determine how important the parameters they use to choose health websites.

According to the study of Sharma et. al (2019) entitled “Electronic health-literacy

skills among nursing students”, it was discovered that some nursing students has revealed

to have low e-health literacy levels. In line with this, the researchers were motivated to

determine the nursing learner’s profile and find out the perceived e-Health literacy skills

as to evaluation of online health information and e-Health literacy. Since the study

conducted by Sharma et. al (2019) was purely descriptive, this study aimed to determine

if there is a significant relationship between the nursing learner’s profile to their perceived

e-Health literacy skills. Furthermore, in the previous study, low, intermediate, and high e-
were
Health literacy was utilized to distinguish the literacy of the nursing students, however, this
learners
study discerned the level of e-Health literacy of the nursing learner’s with the use of a

scoring scale system which includes proficient, intermediate, basic and below basic level.

Statement of the Objective

This study determined the e-Health literacy skills of nursing learners in a State

University.

Specifically, it sought answer the following questions:

1. determine the profile of nursing learners as to:

1.1. age;

1.2. sex;

1.3. year level;

1.4. place of residence;

1.5. religion;
 3

1.6. grade point average; and

1.7. frequency of internet use

2. find out the perceived level of e-Health literacy skills among nursing learners

3. determine the relationship between the profile and perceived e-Health literacy

of the nursing learners.

Significance of the Study

The relevance of this study was to determine the e-Health literacy of nursing
was
learners in a State University. This study were deemed beneficial to the following:
a
Nursing Learners. This would serve as their guide in designing better way of

collecting e-health information. It will also help nursing learners by widening their skills

and knowledge on e-Health.

Other Learners. This would also be beneficial to the learners in gaining knowledge

about e-Health and will help them___

in better way of gathering information online.

Educators. This study would provide essential information in which the nursing

educators may integrate in their lessons about the concept of e-Health.

School Administrators. This study would serve as a guide for school

administrators to generate programs for nursing learners which will fully address the e-

Health literacy skills they need.

Policy Makers. This would serve as their basis in improving the present laws

concerning e-Health and other online healthcare.

Community People. This study would serve as a guide in increasing knowledge

and awareness about e-Health, especially in acquiring credible and valid online health

information.

Future Researchers. This study would serve as a reference and basis for future

research who will be undertaking a wider scope regarding e-Health literacy.

 4

Scope and Limitation of the Study

the term in the Definition of terms is hyphenated
This study focused on determining the eHealth literacy among nursing learners in

a state university, specifically, Mariano Marcos State University. It identified the profile of

the respondents and their level of eHealth literacy skills as to their criteria for evaluating

online health information and their perceived eHealth literacy levels. It also determined the

significant relationship between the profile and the perceived level of eHealth literacy of

the respondents.

The study was framed in a quantitative non-experimental descriptive correlational

design. It was conducted at Mariano Marcos State University. It included levels I, II, III and

IV nursing learners from in the nursing department at the college of health and sciences.

In gathering data, a questionnaire checklist was used.

The study was conducted with limited timeframe and was limited only on

determining the eHealth literacy of nursing learners of MMSU and the results may not be

applicable to other state universities.

Operational Definition of Terms

The following terms were operationally defined as used in the study:

Profile. This refers to age, sex, year level, place of residence of the respondents,

religion, grade point average and frequency of internet use of the nursing learners.

Age. This refers to the length of time (in years) from the nursing learners’ birth date

to the present.

Frequency of internet use. This refers to how often the nursing learners use the

web in acquiring health information.

Grade point average. This refers to the general average of the nursing learners

from first semester of the academic year 2021-2022.

 5

Place of Residence. This pertains to where the nursing learners currently live,

whether rural or urban.

Religion. This refers to whether the nursing learner is Catholic or non-Catholic.

Sex. This pertains to the nursing learners’ belonging to either of the two sexes,

male or female.

Year Level. This refers to the current educational level of the nursing learners.

e-Health. All forms of electronic healthcare which are supported by the Internet.

e-Health literacy. This concerns about how the nursing learner understands about

health information from the electronic sources and apply it in solving health problems.

Perceived e-Health literacy. This refers to the how the nursing learner evaluate

online health information and their e-Health literacy levels using the eHEALS.

Nursing Learners. This refers to the students who are currently enrolled in

Bachelor of Science in Nursing program that will serve as the respondents for the study.

State University. This refers to Mariano Marcos State University located in Batac

City, Ilocos Norte, Philippines.

 CHAPTER II

REVIEW OF LITERATURE

This chapter presents the discussion of related literature and studies. In

accordance, it will also embody the discussion on theoretical framework justifying the

related theory that will be used as a guide during the pursuance of this study, the

conceptual framework, and the research paradigm.

Related Literature

Overview of e-Health Literacy

e-Health literacy, according to Norman and Skinner (2011), is described as the

ability to seek, find, interpret, and appraise health information from electronic sources, and

then apply what they have learned to address or solve a health problem. E-health literacy,

unlike other types of literacy, combines diverse parts of multiple literacy abilities and

applies them to e-health promotion and nursing. Furthermore, Levin-Zamir and Bertschi

(2018) defined this as "skills and abilities that enable people to obtain access to,

comprehend, and apply health information to positively influence their own and others'

health."

According to Sharma, et al. (2019), promoting health literacy, a relatively new

concept in health promotion, is one of the twenty-first century's public health goals. The

degree of health literacy determines the public's ability to obtain and absorb basic health

information and services, and hence engage in health-related decisions. When it comes

to giving health-related information, electronic tools are quite useful. As information

technology progresses, the use of electronic resources in health care is rising. The

advantages of utilizing the Internet to obtain health information — low cost, quick

searching, and anonymous access — have made it a popular alternative. There is enough
 7

data to suggest that a significant proportion of Internet users look for health information

on the internet. In current times of rising demand for digital healthcare services, it is critical

to be aware and be familiar with e-Health. Furthermore, e-Health literacy is critical in the

self-management of patients with chronic illnesses. However, for illness self-management,

it is critical to obtain accurate information from reputable sources. Nurses are typically the

first point of contact for health information in the community, and individuals feel more at

ease discussing their health concerns with them. As a result, in today's world of enhanced

communication and technology, nurses should have an adequate level of e-Health literacy

to give improved health services and healthcare education to the community (Sharma,

2019).

According to Park (2019), health consumers' use of the Internet is steadily

increasing throughout the world. As the Internet has become a major source of health

information for consumers, health professionals are obligated to engage in online

information exchange with the public and to aid health-information searchers in accessing,

interpreting, and evaluating health information online. Furthermore, while there is a wealth

of health information available on the internet, the quality varies greatly. In reality, the
proven
health information on certain websites has been proved to be of low quality. This

inaccurate and low-quality health information can mislead patients and cause them to

make poor health-related decisions. As a result, it is vital that people should be able to

determine which health information sites are reputable and discriminate between high-

and low-quality health information in order to make health decisions based on high-quality

information. Nurses, as health professionals, must educate patients, families, and

caregivers, and they must be familiar with e-Health. Therefore, e-Health literacy is

essential for all types of health workers so that they can access accurate, valid, and high-

quality health information and support patients in doing the same.

 8

According to Shiferaw and Merahi (2019), the Internet is having a significant impact

on health and health care, as it has the potential to advance the health care delivery and

support the decision-making of health care providers. When compared with other

professions of different disciplines, health care professionals use the Internet more. The

impact of the Internet on the health care profession increases because health care

professionals use it more as an instrument for them to stay informed and be updated on

recent improvements in their respective specialties. Studies have shown that distorted

information may influence health beliefs and behavior of individuals negatively. Health

care professionals should be able to identify and use reliable health care–information

sources from the Internet, in order to make sound decisions and interventions.

Evaluation of Online Health Information

According to Lydia M. Olson Library (2018), there are six (6) criteria that should be

applied when evaluating any website: Authority, Accuracy, Objectivity, Currency,

Coverage, and Appearance. The following is a chart listing key questions for each of the

six criteria: (1) Authority. It is critical to relate the ideas found at a site to a particular author,

organization, or business. In this way, there is a degree of accountability for any of the

ideas expressed. (2) Accuracy. Accuracy refers to whether an online resource is correct

with its facts. A source of information is known to be scholarly when it provides references

to the information presented. In this way, the reader can confirm whether the information

is accurate or the author's conclusions reasonable. A page without references still may be

useful as an example of the ideas of an individual, organization, or business, but not as

source of factual information. In writing, accuracy refers to a writer’s correctness in using

the language system. Poor spelling and grammar can easily reflect how careless an author

is. Such errors not only indicate a lack of attention and effort, but also can produce

inaccuracies in information. Whether the errors come from carelessness or ignorance,

 9

they both put the information or writer in an unfavorable light. (3) Objectivity. By reading

the article, it should become evident what the article aims to impart to its readers. The

author should not be biased with his views reflected in the article unless stated otherwise.

If the content contains bias, only one point of view is being presented. Directly related to

bias is the concept of fairness. Good information sources will use a calm, reasoned tone

to present information in a balanced manner. Pay attention to the tone and be cautious

of sites that contain highly emotional writing. Writing that is overly critical, attacking, or

spiteful often indicates an irrational and unfair presentation rather than a reasoned

argument. (4)9Currency. In conducting research, the currency and timeliness of data are

important in making inferences for data gathering and analyses. Information changes

throughout the years. Even academic articles such as thesis and investigative reports can

have obsolete data. Out-of-date content has information that is not relevant or applicable

in today’s time. Look for the date of publication. Oftentimes, it is located near the title of

the resource. Updated resources oftentimes tag relevant statistical data with proper

citations and referencing. Aside from that, these resources mention other resources and

link back to them, regularly updating any link references should they find that those links

are obsolete. (5) Coverage. Coverage is one of the most important factors to consider

before using the information on a Web page. If the information appears one-sided, it could

be evidence of bias. Readers should explore enough sources to obtain a variety of

viewpoints and thereby determine where a particular view fits on the continuum. Also, be

aware of the target audience to whom a page is directed. The target audience has a direct

bearing on the coverage of a site. (6) Appearance. In the print world, one way of assessing

quality in a book is through its physical layout and appearance: the sturdiness of the

binding and cover material, the presence of a well-organized table of contents and a

comprehensive index, clear typeface, appropriate illustrations, etc. This attention to detail

reflects an inherent quality. Likewise, in the Web environment, a sign of quality in a site is
 10

external links that work properly, an organizational structure that allows one to quickly

determine the content and access it equally fast, and graphics or multimedia that

complement the information presented.

e-Health Literacy Scale

The e-health Literacy Scale (eHEALS) is an 8-item e-health literacy test designed

to assess consumers' combined knowledge, comfort, and perceived abilities in obtaining,

assessing, and applying electronic health information to health issues. It was created to

(1) measure consumers' perceived abilities to use information technology for health and

(2) assist in establishing the match between e-health programs and consumers. Rather

than testing actual skills, the eHEALS analyzes consumers' perceived abilities and

familiarity with e-health (Norman & Skinner, 2006).

Related Studies

Profile

Age. According to Mejilla (2018), majority of nursing students are 19 years old.

Furthermore, according to a demographics statistics by Hanson (2022), it was found that

92.0% of college students are under the age of 24. In addition, according to Wise (2017),

“Overall, secondary school takes six years, spanning from grades seven to 12. Students

typically graduate at age 18”.

In a study by Yang (2021), he compared the elements linked with people's e-health

literacy, which is important for health consumers. Participants were recruited through an

online survey for young adults and a face-to-face survey for older adults. Data was

investigated using hierarchical multiple regression models to find e-health literacy traits.

Older adults held more positive attitudes toward internet health information than young

adults. However, e-health literacy levels were comparable. Attitude toward online health
 11

information was a significant predictor of e-health literacy across all groups, but age was

only a predictor among young people.

"There is a negative correlation between e-health literacy and aging when it comes

to the Age effect," stated by Xesfinfi and Zefikis (2016). "We discovered that as individuals

get older; their chances of becoming e-health literate at the highest-level drop by 38%."

Older adults had lower trust in e-health resources, information-seeking abilities, and the

capacity to assess and act on online health information when compared to younger people

(Paige et al., 2018).

However, according to a study conducted by Tubaishat and Habiballah (2016), age

was not found to significantly affect the e-health literacy of nursing learners. In addition to

this, Sharma et al., (2019) stated that age was not also a predictor of e-health literacy level

among nursing students in Nepal.

Sex. According to the U.S. Census Bureau (2016), while 3.2 million (91%) nurses

are female, only 330, 000 (9%) are male. In addition, Prosen (2022) stated that “The

perception that nursing comes ‘naturally’ to women due to their biological and reproductive

role is seen as ‘unnatural’ for the men who engage in a ‘feminine-oriented’ profession.” He

further stated that this gender-defined image before enrolling in a nursing programme

means that many male students experience prejudice in terms of a lack of support from

the social environment for selecting nursing as their career choice, with male peers

questioning their masculinity and heteronormativity, and being discouraged by the inability

to join in a male tradition in nursing or to find a male nurse role model with whom to identify

(Prosen, 2022).

In a survey conducted by Escoffery (2017), more than 70% of the 400 participants

reported owning computers and cellphones, and over half reported using the Internet

multiple times each day. Female participants reported stronger use of health apps and

were more likely than men to use applications related to exercise and food. Males, on the
 12

other hand, were more likely than females to have searched the Internet for information

for themselves the prior time.

Tubaishat and Habiballah (2016) stated that the respondents’ sex or gender did

not affect the e-health literacy of nursing students in Jordan. This is also consistent with

the cross-sectional study conducted last 2020 in Japan, where sex did not vary with e-

health literacy of Japanese college students undertaking nursing programs. However, in

the study of Early et al., (2021) conducted in a university in Pacific Northwest, North

America, found out that males reported that they are more confident in using information

from the internet to make health decision than females.

Year level. In the study of Dos Santos (2020), among South Korean nursing

students, it was found out that almost all the participants decided to leave the nursing

program due to the COVID-19 pandemic and the consideration between financial factor

and personal sacrifice.

According to Xesfinfi & Zefikis (2016), “the higher the level of education of the

participant, the higher is the likelihood of the eHealth maximum level of literacy of the

participant. The literacy characteristics were discovered to have a significant impact on

the participants' e-health literacy performance. Results show that the higher the Computer

Literacy and the Information Literacy, the probability of a participant’s maximum level of

e-health literacy increases by 116 and 210%, respectively”.

According to Tubaishat and Habiballah (2016) academic level was related to e-

health literacy. This also supports the findings in the cross sectional study in Japan (2020),

where it was found out that higher year level nursing students scored higher eHEALS

score.

Place of residence. According to HPSA (2020), “63% of primary health shortages

currently exist in rural communities. As a result, these underserved communities may have

difficulty accessing care”. Furthermore, according to Chen et al. (2019), rural areas have
 13

lower levels of health information media coverage than urban areas because rural media

may not have as many resources as urban media to conduct in-depth health reporting or

collect wire stories.

Shiferaw et al. (2020) concluded in his study in low-income country that being an

urban resident and having a higher educational attainment were predictors positively

associated with e-Health literacy level.

Religion. According to Miller (2022), “The Philippines proudly boasts to be the only

Christian nation in Asia. More than 86 percent of the population is Roman Catholic, 6

percent belong to various nationalized Christian cults, and another 2 percent belong to

well over 100 Protestant denominations”. In a study by Rumun (n.d), besides the many

positive effects that religion or spirituality may have on health, they can also have negative

effects. Believers (and nonbelievers) may experience subtle psychological, social, and

spiritual strains related to religious beliefs that distress them, their family, and their support

network. Religious beliefs cause patients to forego needed medical care, refuse life-saving

procedures, and stop necessary medication, choosing faith instead of medicine.

Grade point average. According to Mariano Marcos State University (2017),

“College scholarship is awarded to students who obtain a general weighted average

(GWA) grade of 1.75 to 1.46. On the other hand, university scholarship is awarded to a

student who obtains a weighted average of 1.45 to 1.00”.

According to a study by Tubaishat and Habiballah (2016), Factors that are related

to e-health literacy include type of university, type of student admission, academic level,

students' internet skills, and their perception of the usefulness and importance of the

internet. On the other hand, age, gender, grade point average (GPA), and frequency of

internet use were found not to significantly affect e-health literacy.

Frequency of Internet Use. In a study by Ahmad et.al (2018), he stated that

respondents preferred to use the Internet rather than textbooks. Furthermore, the
 14

respondents found it beneficial for them to access computer-based distance learning

regarding EBP for which higher computer abilities and access to computers were

associated with the frequency of their use of the Internet as a source for information.

According to Khan et al. (2021), various governments have imposed restrictions

on citizens' movements, canceled social activities, and advised people to stay at home to

prevent the spread of COVID-19. Educational institutions saw forced closures, and

students were required to remain at home. He further added “Several academic

institutions have implemented “e-learning,” a web-based learning ecosystem for the

dissemination of information and communication to support instructors and students in

their transition to online learning”.

Furthermore, in a study by Shiferaw and Merahi (2019), the findings revealed that

although health professionals have access to use the Internet, most do not use it for

searching reputable health information from online databases like PubMed and websites.

In sum, 47.4% of participants in this study confirmed that they used the Internet for regular

medical/professional updates, which is very low compared to health-care professionals in

developed countries like the UK, where it is 97%. A possible reason for this could be the

poor computer hardware and very slow Internet connection at the hospital.

Aside from the concept of digitizing health care being a new concept for

underdeveloped countries like Ethiopia, health professionals with more work experience

are unwilling to use new technologies. Although it was not on the regression table, Internet

use significantly predicted the e-health literacy of health professionals, which coincides

with another research. Finally, although most health professionals have access to the

Internet, most of them do not use it for finding health information from credible sources.

However, according to a study conducted by Tubaishat and Habiballah (2016)

findings revealed that frequency of internet use did not significantly vary with e-health

literacy.
 15

Evaluation of health information

In a study conducted by Park (2019), health consumers' use of the Internet is

steadily increasing throughout the world. In 2018, there were 4.1 billion Internet users

worldwide. Asia has the highest proportion of Internet users (50.1%), followed by Europe

(16.3%), Africa (10.8%), Latin America (10.2%), and North America (10.2%). (8 percent).

The Pew Research Center found that 88% of Americans use the Internet. Among Internet

users, one in three American adults have sought health information from the Internet to

figure out a medical condition. Similarly, around 90% of South Koreans use the Internet to

seek various sorts of information and advice, and 99.9% of Korean college students use

the Internet. Because the Internet has become a major source of health information for

consumers, health practitioners are required to engage in online information exchange

with the public as well as aid health-information searchers in locating, analyzing, and

assessing health information online.

proven
In reality, the health information on certain websites has been proved to be of low

quality. This inaccurate and low-quality health information can mislead patients and cause

them to make poor health-related decisions. People may disregard vital signs and

postpone or even refuse required medical care. It is, therefore, critical that patients can

identify what health-information sites are credible and distinguish between high- and low-

quality health information, so that they make health decisions using high-quality

information. Nurses, as health professionals, must educate patients, families, and

caregivers, and they must be familiar with e-health. The capacity to seek, locate, interpret,

and assess health information from electronic resources and apply such knowledge to

address or solve a health condition is characterized as e-health literacy. This level of

literacy is required for all sorts of health workers to be able to obtain accurate, legitimate,

and high-quality health information, as well as to assist patients in doing so. Tubaishat

and Habiballah (2016) also recognized that nurses must have e-health literacy skills since
 16

it is necessary for nurses to assess patients' use of e-health information and correct any

misconceptions based on incorrect interpretations of online information. It is critical that

nursing students, as future nurses, can locate comprehensive e-health information and

assess its quality.

In a study conducted in the Philippines by Oducado, et. al (2020), the most

essential factors for nursing students while selecting health websites were the usefulness

of information and accuracy of information. These were followed by ease of understating

and readability and comprehensiveness of information. On the other hand, nursing

students least considered bias as important when selecting health websites. This study

found that Filipino nursing students showed a high level of e-health literacy in general.

Although the majority of students in this survey had very high self-reported e-health

literacy, some students had a moderate level of e-health literacy. This study also

discovered that nursing students commonly utilize the Internet for health information and

regard it as a good and vital resource for obtaining health information.

Perceived e-Health literacy skills

Tanaka et al. (2020) discovered that Japanese undergraduate nursing students

from three universities had lower perceived e-health literacy than international nursing

students, hospital employees, and even patients. Of the 353 participants in this study,

69.4% did not know “where to find helpful health resources on the Internet,” 80.2% of

those lacked the skills “to evaluate health resources,” and 68.9% could not “differentiate

the quality of health resources on the Internet”; few of the participants perceived

themselves as having any experience in learning the six domains of e-Health literacy. Very

few reported learning about health (43.3%) and scientific (21.8%) literacy. The poor

perceived e-health literacy among Japanese undergraduate nursing students might be

attributed to a lack of understanding and confidence in e-health literacy. A systematic

 17

program is required to increase their perceived e-Health literacy because they will utilize

that knowledge and confidence in e-health literacy to educate future clients.

A study conducted by Park (2019), assessed the current e-health literacy of

undergraduate nursing students in the U.S. and South Korea using eHEALS. The average

e-health literacy score was 31.95 out of 40. According to the findings of this and previous

studies, the mean score may differ depending on demographic characteristics such as

age and gender, academic experiences such as health-related or non-health-related

degrees, and Internet-use experiences that may influence e-health literacy. Regarding

perceived usefulness and importance, participants agreed that the Internet is useful in

helping them make health-related decisions. They also agreed that it is important to have

access to online health resources.

Furthermore, in both countries, participants' scores on how to use the online health

information they found and how to use the Internet to answer health questions were higher

than their scores on how or where to find helpful online health resources and knowing

about available health resources on the Internet. One possible reason is that they do not

have enough knowledge about how or where to find helpful online health information.

Participants in this study lacked trust in using online information to make health-related

decisions. Specifically, participants felt that they had difficulty determining whether health

resources on the Internet were of high or low quality. Nursing students must be capable

of evaluating the quality of healthcare resources. Low-quality health information sites can

influence health consumers' health outcomes and health-related decisions. As a result,

health consumers, including patients and caregivers, should be taught and led by health

professionals, such as nurses, in assessing and using high-quality online health

information to successfully manage their health problems and health decisions. This is a

skill that nurses should have and should be taught to nursing students in order to provide

safe and full care.

 18

Comparing e-health literacy in students from both countries, students in the U.S.

had higher perceived e-health literacy scores for all eight items than the students in South

Korea. All perceived e-health items had statistically significant results. The high- and low-

quality online health information is the biggest mean difference among the eight items.

There are many possible reasons for this difference, including different secondary school

and nursing curricula in the two countries and differing health-consumer demands.
students
Moreover, according to Tubaishat & Habiballah (2016), Students have a moderate

self-perceived level of eHealth literacy (M=3.62, SD=0.58). They are aware of the

available online health resources and know how to search, locate, and use these

resources. Yet, they lack skills to evaluate them and cannot differentiate between high-

and low-quality resources. Factors that are related to eHealth literacy include type of

university, type of student admission, academic level, students' internet skills, and their

perception of the usefulness and importance of the internet. On the other hand, age,

gender, grade point average (GPA), and frequency of internet use were found not to

significantly affect eHealth literacy.

A study by Park & Lee (2014) was conducted and the result was, participants

responded that the Internet is a useful or very useful tool in helping them make health-

related decisions. Furthermore, participants felt that it is important to be able to access

health resources on the Internet. The majority of the participants either agreed or strongly

agreed that they felt comfortable using the Internet with awareness of what information is

available and of their skill to find information. Only a few respondents agreed or strongly

agreed that they had the ability to differentiate between a high quality and a low-quality

health resource on the Internet. Students enrolled in nursing scored higher means in all

eHealth literacy items than students enrolled in pre-nursing. Six out of ten eHealth literacy

items showed significant differences between two groups.

 19

THEORETICAL FRAMEWORK

This study will be anchored on Locsin’s Technological Competency as Caring in

Nursing: A Model for Practice. According to Locsin, technological competency as caring

in nursing is the harmonious coexistence between technologies and caring in nursing. The

harmonization of these concepts places the practice of nursing within the context of

modern healthcare and acknowledges that these concepts can co-exist.

There are three dimensions of technological value included in the theory which

include 1) technology as completing human beings, 2) technology as machine

technologies, and 3) technologies that mimic human beings and human activities. In

addition, the process of nursing is also explained in this theory. The four processes include

1) knowing, 2) designing, 3) participation in appreciation, and 4) verifying knowledge.

This practice theory is focused on “knowing persons” who use technologies of

human care in advancing discovery of knowledge. According to this model, Nursing is a

uniquely human service for human beings who are served by, not controlled by, human

technological creations. Maintaining the influence of technological competency as caring

in nursing within the complex world of nursing is critical in sustaining a mutually rewarding

engagement between the nurse and the one nursed. Human beings have the capacity to

think, imagine, innovate, and create.

The second dimension, technology as machine technologies will be linked in this

study. It is emphasized in this theory that the use of technology enhances nursing activities

to provide quality patient care. Thus, this theory will be important in this study as this will

guide the researchers in verifying the e-health literacy of the nursing learners. This will

also help the researchers in identifying the proficiency of the nursing learners in using

health information online.

 20

CONCEPTUAL FRAMEWORK

The paradigm of this study, as shown in Figure 1, is composed of variables as

represented by two (2) main boxes. The first box represents the independent variables,

which shows the profile that includes the nursing learners’ age, sex, and place of

residence, year level, religion, grade point average, and frequency of internet use. On the

other hand, the second box represents the dependent variables, which include the

perceived e-health literacy of nursing learners. An arrow is connected in between the two

boxes which indicates the relationship of the identified variables conceptualized by the

researchers to correlate and find a significant relationship between the profile of the

nursing learners and their perceived e-health literacy.

 21

Profile of the Nursing

Learners
age
sex
Perceived e-Health literacy skills
place of residence
year level
religion
grade point average
frequency of internet use

Figure 1. The Research Paradigm

Hypothesis

This study on the e-Health literacy of nursing learners works on this hypothesis:

1. There is no significant relationship between the profile and the perceived e-Health

literacy of the nursing learners.

 CHAPTER III

METHODOLOGY

This chapter presents the discussion in research design, study locale, data

gathering procedure and statistical treatment.

Research Design

This study used a quantitative non-experimental descriptive correlational design.

It is non-experimental because the independent variable was not manipulated nor altered
It is non-experimental because the independent variable,
which is the profile of the nursing learners. which is the profile of the nursing learners, was not
manipulated nor altered.
This study utilized quantitative research design because it produces objective data

that can be interpreted through statistics and numbers. Furthermore, this study is a

descriptive research design as it involves analysis and interpretation of nursing learners’

e-Health literacy. Lastly, it is correlational research design because it seeks to find out

whether there is a substantial significant relationship between the profile of the nursing

learners and their perceived level of e-Health literacy.

Study Locale

This research study was conducted at Mariano Marcos State University – an

university
International Organization for Standardization (ISO) certified in the province of Ilocos

Norte. It is a multidisciplinary, state-funded institution of higher learning.

Mariano Marcos State University is located in Ilocos Norte, a province in the

northwestern part of Luzon Island, Philippines. The main campus is 300 hectares and can

be found in the City of Batac. It contains six (6) academic units (College of Agriculture and

Forestry; College of Arts and Sciences; College of Business, Economics and

Accountancy; College of Engineering; College of Law; and the College of Health Sciences
 23

(location center of the study that is located at western part of administration building of the

said university).

This study was conducted in the College of Health Sciences (CHS) specifically,

Department of Nursing. The nursing program of CHS involves an eight-hour Related

Learning Experience (RLE) which consists of clinical duties, return demonstrations, and

case presentations on different major courses. The nursing program also offers Nursing

Informatics under the course code NCM 110, which is being taught through lecture and

RLE classes in Level II nursing learners. This nursing subject enhances the nursing

learners' skills and knowledge about information and technology which is essential in

building one’s e-Health literacy.

Sampling Design

The study only includes the officially enrolled nursing learners from Level I to Level

IV enrolled in the nursing program of the College of Health and Sciences - Mariano Marcos

State University. The study’s exclusion criteria include the unenrolled nursing learners and

the 12 nursing learners who participated in the pilot testing

The sample size is estimated at 254 using the Slovin’s formula with 5% margin of

error. The number of samples in each level is determined through proportionate random

sampling, wherein, the population per year level is divided to the total population of the

target respondents. The quotient is multiplied by the sample size to get the number of

samples in each year level. With this, the number of respondents is as follows - 63 nursing

learners in level I, 63 nursing learners in year level 2, 59 nursing learners in year level 3,

and 69 nursing learners in year level 4, for a total of 254 respondents. After determining

the numbers of nursing leanings from each level, we will provide and identify nursing

learners from each section. The number of samples in each section is determined through

proportionate random sampling, wherein, the population per section is divided to the total
 24

population of their year level. The quotient is multiplied by the respondents. The quotient

is multiplied by the sample size for each section. For level I sections A, B, C, and D have

16, 15, 16, and 16 nursing learners respectively, with a total of 63 nursing learners in Level

I. For level II sections A, B, C, and D have 16, 16, 16, and 15 nursing learners respectively,

with a total of 63 nursing learners in Level II. Level III sections A, B, C, and D have 14, 15,

15, and 15 nursing learners respectively, with a total of 59 nursing learners in Level III.

Level IV sections A, B, C, D, and E have 13, 14, 14, 14 and 14 nursing learners

respectively, with a total of 69 nursing learners in Level IV.

Data Gathering Procedure

The researchers have followed a systematic procedure for the collection of data.

Before the conduct of the study, the researchers presented a research proposal to the

research advisory committee for approval and recommendations. After incorporating their

suggestions and their approval, the researchers sought approval from the members of the

University Ethics Review Board to secure ethical clearance.

The researcher prepared a letter to the office of the University Registrar to obtain

the total number of nursing enrollees in all levels for the second semester in the

Department of Nursing. Upon obtaining the total number of enrollees, a letter of approval

was forwarded to the Dean of College and Health Sciences for the conduct of the study,

through the Department Chair of the Department of Nursing. Once the study was approved

for proposal and ethical clearance was obtained, the researchers have communicated with

the class presidents of each section from BSN levels I, II, III and IV to get the list of nursing

learners and initially inform the respondents in their participation in the research study and

explain about the electronic questionnaire–checklist through Messenger group chat.

An electronic questionnaire was used as a tool in gathering data through Google

forms. Questionnaires are constructed in a checklist form.

 25

The electronic questionnaire is composed in two parts. Part I focuses on the

profiling of the respondents as to age, year level, sex, place of residence, religion, grade

point average, and frequency of internet use.

Part II is an evaluation of perceived e-health literacy skills. The items of the

questionnaire are based on a subject guide from Lydia M. Olson Library entitled Evaluating

Online Health Resources (2018) and items from Electronic Health Literacy Scale

(eHEALS) developed by Norman and Skinner (2006). Each item was rated on the

following scale, with the responses: 1=Not Perceived, 2=Slightly Perceived, 3=Moderately

Perceived, and 4=Strongly Perceived.

In pursuit of validity and reliability, the instrument was validated by the research

advisory committee and by statistician and a pilot testing was conducted. The pilot testing

includes a total of 12 nursing learners from level I, level II, level III and level IV of the said

school. Three (3) nursing learners per year level. Before the actual conduct of this study,

the researchers revised the content of the structure according to suggestions and

recommendations of the validator for the improvement of the instrument. Then after

incorporating the suggestions and comments, the improved questionnaire was submitted

to the adviser.

The actual conduct of this study was done online, in consideration of the risk of the

on-going COVID-19 pandemic. The researchers virtually attended the distribution and

collection of the instrument through a messenger group chat with the assistance of the

presidents of each class section in monitoring the nursing learners in accomplishing the

said questionnaire to ensure 100% retrieval. The researchers sent the link of electronic

questionnaire-checklists from Google forms, together with the informed consent, to the

Presidents of each class section via messenger group chat. Presidents were the one in-

charge of disseminating the link of the electronic questionnaires to their respective class

group chat.
 26

It was the sole responsibility of the nursing learner to answer the questionnaires.

The expected duration of the participation of the nursing learners in the study is 15-30

minutes. The set time of retrieval of the questionnaire was in three to five (3-5) days after

the link of the electronic questionnaire was given. However, due to overlapping academic
learning
needs of nursing learnings, considerations and more time were given for them to

accomplish the said questionnaire. Hence, completing

_________ the questionnaires was completed

after 14 days.

Only researchers have access to the nursing learners’ responses. Accomplished

questionnaires were arranged, tabulated, and interpreted with the help of a statistician.

The data gathered was transferred and saved in a flash drive and after the completion of

this study, it will be permanently erased after six (6) months.

Data Analysis

The data gathered were statistically treated using statistical tools such as

frequency counts, percentage, weighted mean, and Pearson product moment correlation.

The nursing learners’ profile consists of their age, sex, year level, place of

residence, religion, grade point average and frequency of internet use. It was collated

using frequency counts and expressed in percentage.

The weighted mean, on the other hand, was used to measure perceived e-Health

literacy and evaluation of online health information. The following scales were used in the

interpretation of results with Likert Scale. This scoring scale level was adapted from the

scoring scale system of Camiling (2019) which was used in his study entitled eHealth

Literacy of High School Students in the Philippines. Overall mean was analyzed and

interpreted as follows:
 27

Ranges of Descriptive Level Descriptive Interpretation

Means Interpretation

3.25-4.00 Strongly Perceived Proficient Can perform complex tasks such as

knowing how to properly use online
health information and evaluate
content validity and source credibility.

2.50-3.24 Moderately Perceived Intermediate Can perform moderately complex

tasks such as knowing where to find
helpful health information on the
Internet.

1.75-2.49 Slightly Perceived Basic Can perform simple tasks such as

accessing the Internet.

1.00-1.74 Not Perceived Below Basic Can perform skill level below simple
and concrete tasks, which include the
inability to use technology to access
online health information

Then finally, the Pearson product moment correlation was used to treat the

relationship between the profile and perceived e-Health literacy of the nursing learners.

Ethical Considerations

The conduct of the study ensured observance and adherence to ethical standards

through abiding on the maintenance of moral, social values, human rights, and safety

among researchers and nursing learners.

Before the conduct of the study, the proposed study was presented to the

University Research Ethics Review Board (URERB) chair and panel for formal ethics

review and approval of the research protocol, study tools, as well as informed consent.
 28

After ethical clearance from the URERB is obtained, a letter of approval was forwarded to

the Dean of College and Health Sciences for the conduct of the study.

The researchers prepared a cover letter containing the details about the purpose

of the study, the relevance of the participation of the nursing learners and an assurance

of confidentiality which was attached before the questionnaire. Informed consent was also

provided and sought to state the nursing learners' willingness to participate in the study.

The contact numbers of the researchers whom to contact in case the nursing learner has

concerns related to the study was also included.

The researchers ensure the safety of both nursing learners and researchers, and

that there was no inconvenience because the questionnaires were distributed online. To

restrict face-to-face exposure and guarantee that health standards and protocols are

followed, the researchers utilized electronic questionnaires made in Google forms.

Since this is an online survey, the researchers abide by the Republic Act (RA)

10173 or the Data Privacy Act of 2012. The study poses no emotional risk since the

nursing learners’ identities were treated with utmost confidentiality. The researchers also

ensured the anonymity of their responses, and that the data were only to be used for

academic purposes only. Further, they were informed in a timely manner that they can

withdraw any moment during the process if they feel uncomfortable, and that the nursing

learners’ responses to the survey were kept confidential and private. The survey answers

were stored in a password protected electronic format. Only the researchers have access

to the google drive folder and it will be discarded permanently six months after the

completion of the study. The nursing learners' participation was voluntary, and they were

not compensated in any way. However, they will gain knowledge and awareness about

their e-Health literacy as they will be informed of the results of this study. The result of the

study will be available at the College of Health Sciences Library after completion.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results from the survey conducted in May 2022. The

respondents were nursing learners from Levels I, II, III and IV from the College of Nursing.

The sample size was 254 which was composed of 63 nursing learners each from Level I

and Level II, 59 nursing learners from Level III and 69 from Level IV. Likewise, the collated

data were presented using tables and are analyzed and interpreted to answer the research

objectives.
 30

Table 1. Profile of the nursing learners.

f %

Age

21 - 23 years old 134 52.8

18 - 20 years old 118 46.5

17 and below 1 0.4

24 and above 1 0.4

Sex

Female 140 55.1

Male 114 44.9

Year Level

Level IV 66 27.2

Level I 63 24.8

Level II 63 24.8

Level III 59 23.2

Place of Residence

Rural 170 66.9

Urban 84 33.1

Religion

Catholic 177 69.7

Non-Catholic 77 30.3

Grade Point Average

1.0 - 2.0 206 81.1

2.01 - 3.0 45 17.7

3.01 - 5.0 3 1.2

Frequency of Internet Use

More than 3 times a day 243 95.7

Fewer than 3 times a day 8 3.1

Once a day 2 0.8

Alternate days 1 0.4

 31

Profile of the Nursing Learners

This part entails the profile of the respondents along age, sex, year level, place of

residence, religion, grade point average and frequency of internet use.

Age. Table 1 shows that 134 or 52.8% of the nursing learners are 18-20 years old,

while 118 or 46.5% are 21-23 years old and 1 or 0.4% for both 24 and above and 17 and

below. This finding is aligned to a demographic statistic by Hanson (2022) where it was

found that 92.0% of college students are under the age of 24. This implies that most of

the nursing learners meet the age expected for students in their year level, further

suggesting that they are making academic progress without delays or backlogs. According

to Agarwal (2021), "There can be multiple reasons behind students' backlog. This could

be due to problems in preparation strategy, delaying schedule, procrastination, health, or

some other reason". This suggests that the majority of nursing students have the resilience

to overcome the aforementioned academic problems or challenges, as evidenced by their

lack of academic backlogs. Furthermore, only 0.4% of nursing students are under the age

of 17. This is because senior high school students often graduate when they are 18 years

old, thus if recent high school graduates immediately enroll for a college degree, they will

typically be 18 when they begin college. This is supported by a study by Wise (2022)

wherein it was stated that “Overall, secondary school takes six years, spanning from

grades seven to 12. Students typically graduate at age 18”.

Sex. Table 1 displays that 140 or 55.1% of the nursing learners are female and

114 or 44.9% are male. There is a lesser number of male learners in the nursing field

which could be due to the discrimination and judgements from the society that they

experience. This is supported by the study of Prosen (2022) where he stated that “The

perception that nursing comes ‘naturally’ to women due to their biological and reproductive

role is seen as ‘unnatural’ for the men who engage in a ‘feminine-oriented’ profession.” He

further stated that this gender-defined image before enrolling in a nursing program means
 32

that many male students experience prejudice in terms of a lack of support from the social

environment for selecting nursing as their career choice, with male peers questioning their

masculinity and heteronormativity, and being discouraged by the inability to join in a male

tradition in nursing or to find a male nurse role model with whom to identify (Prosen, 2022).

Thus, the lesser number of nursing learners in the nursing field could be due to the

prejudicial treatment that they receive from the social environment.

Year Level. Table 1 presents that 66 or 27.2% of the nursing learners were from

Level IV, while 63 or 24.8% were from Level I, another 63 or 24.8% were from level 2 and

the remaining 59 or 23.2% nursing learners were from Level III. This finding is aligned to

that of the data from the University Registrar wherein level IV has the highest number of

nursing learners (194) followed by Level 1(176) and Level 2 (167), and Level 3 (162) has

the lowest number of nursing learners. The Level 3 nursing learners got the least number

in terms of population as compared to other year levels. This is because they were the

first batch to be affected by the unforeseen challenges brought by the new modes of

learning as a result of the COVID-19 pandemic. In the study of Dos Santos (2020) among

South Korean nursing students, it was found out that almost all the participants decided

to leave the nursing program due to the COVID-19 pandemic and the consideration

between financial factors and personal sacrifice. This implies that during the height of the

pandemic, several factors such as financial and personal problems may have influenced

the decision-making process of the nursing learners to pursue their nursing education,

hence the lower number of currently enrolled level 3 nursing learners.

Place of residence. As shown on table 1, 170 or 66.9% of the nursing learners are

from rural areas and the remaining 84 or 33.1% of nursing learners are from urban areas.

A big majority of the nursing learners are from rural areas which could be due to the

apparent shortages of nurses and health care access in rural communities. As a result of

these shortages, it has become evident for the learners that there is a high demand to
 33

increase nurses leading them to have an interest in taking up a career in nursing.

According to HPSA (2020), “63% of primary health shortages currently exist in rural

communities. As a result, these underserved communities may have difficulty accessing

care”. Thus, the shortages of nurses and health care access in rural communities could

be the ground for the nursing learners from rural areas to pursue nursing.

Religion. Table 1 indicates that 177 or 69.7% of the nursing learners are Catholic

and 77 or 30.3% are non-Catholic. This can be due to the predominance of Catholicism in

the Philippines. According to Miller (2022), “The Philippines proudly boasts to be the only

Christian nation in Asia. More than 86 percent of the population is Roman Catholic, 6

percent belong to various nationalized Christian cults, and another 2 percent belong to

well over 100 Protestant denominations”. This is an advantage to the big majority of the

nursing learners because their spiritual beliefs are congruent with most of the population

of the Philippines.

Grade point average. Table 1 presents that 206 or 81.1% of the nursing learners

have a Grade Point Average of 1.0 - 2.0, 45 or 17.7% have a GPA of 2.01 - 3.0 and the

remaining 3 or 1.2% of nursing learners have a GPA of 3.01 and below. According to the

MMSU grading system, the passing grade for students is 3.00 and a student who gets a

grade of 4.00 and below in more than 75% of his academic load in a semester is

automatically dismissed from the University. This criterion encourages the nursing

learners to strive for a grade higher than 3.0 and as a result, only few (1.2%) has grades

below 3.0. In addition, according to Mariano Marcos State University (2017), “College

scholarship is awarded to students who obtain a general weighted average (GWA) grade

of 1.75 to 1.46. On the other hand, university scholarship is awarded to a student who

obtains a weighted average of 1.45 to 1.00”. Given from the findings that almost all of the

nursing learners have passing grades and are performing well academically, giving
 34

scholarships to students with high grades is an effective way of encouraging them to

perform well on their academics.

Frequency of internet use. As reflected on table 1, 243 or 95.7% of the nursing

learners reported that their frequency of internet use is more than 3 times a day, while 8

or 3.1% reported that they use the internet fewer than 3 times a day, while 2 or 0.8% for

once a day 1 or 0.4% for alternate days. Due to the pandemic, students shifted from face-

to-face to online learning. According to Khan et al. (2021), Various governments have

imposed restrictions on citizens' movements, canceled social activities, and advised

people to stay at home to prevent the spread of COVID-19. Educational institutions saw

forced closures, and students were required to remain at home. He further added “Several

academic institutions have implemented “e-learning,” a web-based learning ecosystem for

the dissemination of information and communication to support instructors and students

in their transition to online learning”. Due to these alternatives, nursing learners had to

access the internet to attend their classes resulting in most of them accessing the internet

more than 3 times a day.

Perceived e-health literacy

This section shows the perceived e-health literacy skills of the nursing learners

derived from the questionnaire in evaluating online health information, which includes

identifying authors responsible in creating health information, verifying legitimacy of

organizations or individuals sharing online information, identifying reliability of online

sources, checking typographical errors, determining if dates are included in the online

source, sees to it that information is appropriate, and checking if information shared is

well-organized and well-maintained, and Electronic Health Literacy Scale (EHEALS) that

designed to assess consumers' combined knowledge, comfort, and perceived abilities in

obtaining, assessing, and applying electronic health information to health issues. It was
 35

created to measure consumers' perceived abilities to use information technology for health

and assist in establishing the match between e-Health programs and consumers.

Table 2. Perceived e-health literacy

Descriptive
Task Mean Interpretation Level
1. I identify if the information from sources is Proficient
3.76 Strongly perceived
reliable
2. I know how to use the Internet to answer my Proficient
3.72 Strongly perceived
questions about health.
3. I see to it that the information online is Proficient
appropriate for the needs of its target 3.71 Strongly perceived
audience
4. I verify the legitimacy of the organization, Proficient
group, company, or individual who shares 3.69 Strongly perceived
information online.
5. I check if information shared online is well- Proficient
3.69 Strongly perceived
organized and well-maintained
6. I know how to use the health information I find Proficient
3.67 Strongly perceived
on the Internet to help me
7. I determine if there are dates on the page that Proficient
3.65 Strongly perceived
indicate when the page was written.
8. I identify authors who are responsible in Proficient
creating health information made available 3.59 Strongly perceived
online
9. I know how to find helpful health resources Proficient
Strongly perceived
on the Internet. 3.52
10. I check if information found online is free of Proficient
grammatical, spelling, and other Strongly perceived
typographical errors. 3.50
11. I know what health resources are available Intermediate
Strongly perceived
on the Internet. 3.48
12. I can tell high quality health resources from Intermediate
Strongly perceived
low quality health resources on the Internet 3.45
13. I know what health resources are available Intermediate
Strongly perceived
on the Internet. 3.42
14. I have the skills I need to evaluate the health Intermediate
Strongly perceived
resources I find on the Internet. 3.42
15. I feel confident in using health information 3.21 Moderately Intermediate
from the Internet to make health decisions. perceived
Overall 3.57 Strongly Proficient
perceived
Legend: 1.00 - 1.74 – (Not Perceived/ Below Basic), 1.75 - 2.49 – (Slightly Perceived/ Basic), 2.50
- 3.24 – (Moderately Perceived/ Intermediate), 3.25 - 4.00 – (Strongly Perceived/ Proficient).

In this table, the task that got the highest mean is the item “I identify if the

information from sources is reliable” with a mean of 3.76 which is described as strongly

perceived belonging to the proficient level. This is similar to the findings shown in the
 36

study conducted by Oducado et. al (2020), in which they stated that the most essential

factors for nursing students while selecting health websites were the usefulness of

information and accuracy of information. This study also found out that nursing students

frequently use the Internet for health information and consider the Internet to be a useful
learners
and important resource in accessing health information. Thus, nursing learners’ access

online health information that are scholarly, peer-reviewed articles and books which are

deemed to be reliable sources of information.

The task that got the lowest mean is the item “I feel confident in using health

information from the Internet to make health decisions” with a mean of 3.21 which is

described as moderately perceived belonging to the intermediate level. As mentioned by

Park (2019), while there is a wealth of health information available on the internet, the

quality varies greatly. The health information on certain websites has been proved to be

of low quality. This inaccurate and low-quality health information can mislead patients and

cause them to make poor health-related decisions. Therefore, even if the nursing learners

know how to use the Internet and identify online health information, they feel conscious

as to how they use online health information in making health decisions because online

health information is found in various online sources that may display different contents

making it difficult to distinguish which is better than the other.

Moreover, the overall mean is 3.57 which is described as strongly perceived

belonging to the proficient level. In the study of Park and Lee (2015), students find the

Internet a very useful tool in helping them make health-related decisions, and majority of

the students strongly agreed that they felt comfortable using the Internet with awareness

of what information is available and of their skill to find information. However, in the study

of Tubaishat and Habiballah (2016), students are aware of the available online health

resources and know how to search, locate, and use these resources but they lack skills to

evaluate them and cannot differentiate between high- and low-quality resources. Thus,
 37

the overall result on the table above means that the nursing learners are proficient in

utilizing online health information and evaluate content validity and source credibility which

contradicts the claim of Tubaishat and Habiballah (2016), that learners lack skills to

evaluate resources and cannot differentiate between high and low quality resources.

The Relationship between the Profile and Perceived e-Health literacy of the Nursing

Learners

This section presents the relationship between the profile and perceived e-Health

literacy of the nursing learners.

Table 4. The relationship between age and perceived e-health literacy of the nursing learners.

Variables Pearson r Interpretation p-value Significance

Age 0.032 Negligible 0.61 Not Significant

Sex -0.079 Negligible 0.212 Not Significant

Year level 0.103 Negligible 0.102 Not Significant

Place of -0.098 Negligible 0.12 Not Significant

Residence

Religion -0.041 Negligible 0.51 Not Significant

Grade point -0.056 Negligible 0.375 Not Significant

average

Frequency of 0.003 Negligible 0.962 Not Significant

internet use

Legend: ±0.00 - ±0.19 – (Negligible), ±0.20 - ±0.39 – (Weak Positive/Negative Correlation), ±0.40 - ±0.59 –
(Moderate Positive/Negative Correlation), ±0.60 - ±0.79 – (Strong Positive/Negative Correlation), ±0.80 -
±01.0 – (Very Strong Positive/Negative Correlation)
Note: p<0.05 Significant, p>0.05 not Significant

As can be gleaned in table 3, the profile of the nursing learners did not significantly

vary with e-health literacy. This means that the age, sex, year level, place of residence,
 38

religion, grade point average and frequency of internet use did not affect the respondents’

e-health literacy.

Age. Age has no relationship between perceived e-health literacy as shown in

table 3. This could suggest that e-health literacy differs in specific groups that have similar

fields of expertise. This finding is consistent with the study of Tubaishat and Habiballah

(2016) and Sharma et al. (2019) that age was not also a predictor of e-health literacy level

among nursing students in Jordan and Nepal. However, the study of Xengfingi and Voziksi

(2016) conducted on the citizens of Greece stated that as age progresses, e-health

literacy deteriorates.

Sex. Sex has no relationship between perceive e-health literacy as manifested in

table 3. This suggests that the attitude and perception of electronic health information

differs between genders based on their attitude and perception of e-health literacy. This

supports the findings of Tubaishat and Habiballah (2016) and Tanaka et al (2020), that

the respondents’ sex or gender did not affect the e-health literacy of nursing students.

Year level. Year level has no relationship between perceive e-health literacy as

reflected in table 3. This shows and could suggest that e-health literacy does not differ

per year level. This could also suggest that the longer the learning experience, does not

equate to lower or higher e-health literacy. However, these findings contradicted the study

of to Xesfingi & Zefikis (2016), that the higher the level of education of the participant, the

higher is the likelihood of the e-health maximum level of literacy of the participant. In

addition to this, Tubaishat and Habiballah (2016) and Tanaka et al. (2020) stated

academic level was related to e-health literacy among nursing students. This could imply

that the respondents year level are e-health literate regardless of their year level.

Place of residence. Place of residence has no relationship between perceive e-

health literacy as indicated in table 3. This suggests that as modernization, technological

advancement and rate of internet usage increases across all regions, online health
 39

information is likely to be more accessible and used, hence could be the rise of e-health

literacy. According to Chen et al., (2019), rural areas have lower levels of health

information media coverage than urban areas because rural media may not have as many

resources as urban media to conduct in-depth health reporting or collect wire stories.

However, the findings contradicted that study of Shiferaw et al. (2020) concluded in his

study in low-income countries, that being an urban resident and having a higher were

predictors positively associated with eHealth literacy level. This implies that the

respondents’ place of residence does not affect nor does it lower their e-health literacy.

This could also suggest that modernization of communication and technology and internet

is easily and can be conveniently access,

Religion. Religion has no relationship between perceived e-health literacy as

presented in table 3. It implies that religion did not affect the e-health literacy of the

respondents. According to Miller (2022), more than 86% of the Philippine population is

Catholic, hence more Filipino citizens are Roman Catholic.

Grade point average. Grade point average has no relationship between perceived

e-health literacy as exhibited in table 3. This implies that grades did not affect the

respondents e-health literacy. This support the study of Tubaishat and Habiballah (2016),

grade point average (GPA) was not found to significantly affect the e-health literacy of

nursing students in Jordan.

Frequency of internet use. Frequency of internet use has no relationship

between perceived e-health literacy as shown in table 3. This implies that access to online

health information facilitates learning and broadens knowledge, but frequency of internet

usage found no relationship to e-health literacy. Tubaishat and Habiballah (2016) findings

revealed that frequency of internet use did not significantly vary with e-health literacy

among nursing students. In a study by Ahmad et.al (2018) stated that respondents

preferred to use the Internet rather than textbooks. Furthermore, the respondents found it
 40

beneficial for them to access computer-based distance learning regarding EBP for which

higher computer abilities and access to computers were associated with the frequency of

their use of the Internet as a source for information.

Overall, the findings of this study showed that the respondents’ profile did not affect

their e-health literacy.

 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions inferred from the results, as well as the

recommendations based on the findings.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. Majority of the nursing learners belong to the age group 18-20 years old with a

frequency of 134 (52.8%). old and female, level IV, from rural areas, Roman

Catholic, have a GPA of 1.0-2.0, and frequency of internet use is more than 3 times

a day.

2. The nursing learners are proficient in using the internet to access online health

information. However, their confidence in using health information from the internet

to make health-related decisions is only moderately perceived which can be due

low quality
to inaccuracy and low-quality of some health information online that can mislead

patients and cause them to make poor health-related decisions.

3. The profile of the nursing learners as to age, sex, place of residence, year level,

religion, grade point average, and frequency of internet use do not significantly

affect their perceived e-Health literacy.

4. Given the findings, the theory used in this study which is Locsin's Technological

Competency as Caring in Nursing: A Model for Practice is still valid.

 42

Recommendations

Based from the foregoing conclusion, the following are recommended:

1. Nursing learners should continue enhancing their skills and knowledge on e-

Health, most especially in collecting online health information, as this rapidly

increases over time needing them to be fully prepared on how they should critique

this health information.

2. Other learners should also be advised to learn about e-Health due to an increasing
the
technological advancement in our medical field. They should be guided especially

because they are not exposed to health-related topics and issues.

3. Educators should continuously integrate in their lessons the concept of e-Health

and be aware that some nursing learners may not belong in the proficient level. In

addition, they may assess the nursing learners’ skills and knowledge every end of

the semester to evaluate their literacy.

4. School administrators should continue generating programs for nursing learners

webinars
addressing e-Health literacy skills. Furthermore, they may also establish webinar/

seminars and forums to improve and enhance the e-Health literacy of the nursing

students .

5. Policy Makers should enhance and continue generating laws and policies

regarding the importance of e-Health literacy skills for learners to be

knowledgeable enough in understanding health information from electronic

sources and how to properly use them in solving health related problems.
 43

6. Community people can engage in programs or webinars related to e-Health as this

could help in increasing knowledge and awareness about e-Health, especially in

acquiring credible and valid online health information.

7. Future researchers are encouraged to investigate or explore different populations

and the socio-demographic profile of respondents should also be considered such

as type of university, type of student admission, access to computer, and academic

course. Moreover, they should also investigate more related literature or studies

to provide a strong support to the data that may be collected. More similar research

should also be conducted regarding e-Health literacy because of its increasing

trends in this continuously advancing technological era of the medical world.

 44

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20200707-02
 46

APPENDICES
 47

APPENDIX A

SURVEY QUESTIONNAIRE
“E-HEALTH LITERACY SKILLS OF NURSING LEARNERS IN A STATE
UNIVERSITY”
Questionnaire-checklist

I. Profile
Directions: The following items are concerned with your profile. Put a
check mark ( / ) on the column that corresponds to your answer.

A. Age
17 and below
18 – 20 years old
● 21 – 23 years old
● 24 and above

B. Sex
● Male
● Female

C. Year level
● Level I
● Level II
● Level III
● Level IV

D. Place of residence
● Urban
● Rural

E. Religion
● Catholic
● Non-Catholic

F. Grade point average

● Below 2.0
● 2.0 – 3.0
● 3.0 above
 48

G. Frequency of internet use

● More than 3 times a day
● Fewer than 3 times a day
● Alternate days
● Once a week
● 17 and below
● 18 – 20 years old

II. Perceived e-Health Literacy Skills

Directions: The following items are criteria for evaluating online health
information and a questionnaire adapted from Electronic Health Literacy
Scale (EHEALS) which assess your e-health literacy skills. Please read
each statement and decide how strongly the statement applied to you.
Score yourself using the given rating scale. Put a check (/) on the column
that corresponds to your answer.

4- Strongly Perceived

3- Moderately Perceived
2- Slightly Perceived
1- Not Perceived

Strongly Moderately Slightly Not

Perceived Perceived Perceived Perceived
Task (4) (3) (2) (1)

1. I identify authors who

are responsible in
creating health
information made
available online.

2. I verify the legitimacy

of the organization,
group, company or
individual who
shares information
online.
 49

3. I identify if the
information from
sources is reliable.

4. I check if information
found online is free of
grammatical,
spelling, and other
typographical errors.

5. I determine if there
are dates on the
page that indicate
when the page was
written.

6. I see to it that the

information online is
appropriate for the
needs of its target
audience.

7. I check if information
shared online is well-
organized and well-
maintained

8. I know what health

resources are
available on the
Internet

9. I know where to find

helpful health
resources on the

10. I know how to find

helpful health
resources on the
Internet

11. I know how to use the

Internet to answer
my questions about
health

12. I know how to use

the health
information I find on
the Internet to help
me
 50

13. I have the skills I

need to evaluate the
health resources I
find on the Internet

14. I can tell high quality

health resources
from low quality
health resources on
the Internet

15. I feel confident in

using health
information from the
Internet to make
health decisions
 51

APPENDIX B
INFORMED CONSENT

INFORMED CONSENT DOCUMENT

Title of Research E-HEALTH LITERACY OF NURSING LEARNERS IN A STATE

UNIVERSITY
Name of Researcher/ TRICIA MAE J. VALDEZ
Principal Investigator

1. Purpose and Background

Nurses are the first point of contact for health information in most communities so
they should have a sufficient degree of e-Health literacy to deliver improved health services
and healthcare education.
According to Sharma et. al, (2019), promoting health literacy, a relatively new concept in
health promotion, is one of the twenty-first century's public health goals. As a result, in
today's world of enhanced communication and technology, nurses should have an
adequate level of e-Health literacy to give improved health services and healthcare
education to the community.
However, there are still nurses who lack the necessary skills to use electronic
resources for learning and making health-related decisions, making the delivery of care to
the patients poor, posing a greater risk to their safety and well-being (Oducado & Moralista,
2020).
The global COVID-19 pandemic has put everyone in an urgent need of accessing
and comprehending health information online. Meanwhile, there has been vast amount of
information/misinformation/disinformation generated over the Internet, particularly social
media platforms, resulting in an infodemic. Infodemic is a blend of "information" and
"epidemic" that typically refers to a rapid and far-reaching spread of both accurate and
inaccurate information about something, such as a disease. This public health crisis of
COVID-19 pandemic has put each individual and the entire society in a test: what is the
level of e-Health literacy that is needed to seek accurate health information from online
resources and to combat infodemic during a pandemic?
This study is adapted from Sharma et. al’s (2019) entitled “Electronic health-literacy
skills among nursing students” in which it was discovered that that some nursing students
has revealed to have low e-health literacy levels. However, this study will correlate the
nursing learner’s profile with their perceived e-health literacy. In addition, this study will be
given focus as it will serve as a foundation for the delivery of necessary and appropriate
methods in raising the e-Health literacy of nursing learners. Thus, the conduct of this study
will determine the e-Health literacy of nursing learners studying in a State University.
 52

2. Procedures
The participants of this study are nursing learning from level I, II, II and IV who are currently
enrolled at the Mariano Marcos State University. Data collection will begin as soon as this study will
obtain ethical clearance from the UERB, total number of enrollees in all levels for the second
semester and approval from the Dean of the College and Health Science is done.
The actual conduct of this study will be done online. The researchers will virtually
attend the distribution and collection of the instrument through a messenger group chat
with the assistance of the presidents of each class sections in monitoring the nursing
learners in accomplishing the said questionnaire. Excluded from this study are those
nursing learners who are not willing to participate.
Before the actual collection of data, the instrument will be subjected to pilot testing
to a total of 12 nursing learners and have it validated by a professional to check for
reliability and credibility.
The researchers will send the link of electronic questionnaire-checklists from Google
forms, together with the informed consent, to the Presidents of each class sections via
messenger group chat. Presidents will be the one in-charge of disseminating the link of
the electronic questionnaires to their respective class group chat.
The expected duration of the participation of the nursing learners in the study will be 15-
30 minutes. If in some cases the nursing learner is busy or not present, the retrieval of the
questionnaire will be in three to five (3-5) days after the link of electronic questionnaire is
given. Data collection will be on March-May 2022.

3. Risks and Inconveniences

There will be no inconvenience in this study because the researchers will digitally
distribute the links of the electronic questionnaires online as to respondent’s willingness to
participate. This mode of distribution poses minimal risk in conducting this study. The study
poses no emotional risk because the nursing learners’ identities will be treated with utmost
confidentiality.

4. Direct Benefits

The results of this study will enable the respondents to be aware of their level of e-
Health literacy. Thus, serves as their guide in widening their skills and knowledge about e-
Health.

5. Compensation
The respondents’ participation will be 100% voluntary and therefore will not receive any
kind of compensation. However, they will gain knowledge and awareness about their e-
Health literacy as they will be informed of the results of this study. The expenses that will
incur in the study will be shouldered by the researchers.

6. Provision for Injury or Related Illness

Not applicable.
 53

7. Voluntariness/Withdrawal of Participation

The respondents are free of any coercion. The respondents’ participation will be 100%
voluntary as will be reflected in the informed consent that will be secured. The respondents
will also be reminded in a timely manner that they can withdraw anytime.

8. Confidentiality

Since this is an online survey, the researchers will abide by the Republic Act (RA)
10173 or the Data Privacy Act of 2012. The respondents’ identities will be treated with
utmost confidentiality and will ensure that the anonymity of their responses and that the
data will only be used for academic purposes. The result of the study will be available at
the College of Health Sciences Library after its completion

9. Contact Person
The researcher will respond to any queries and concerns pertaining to this study,
Tricia Mae J. Valdez (Research/Principal Investigator), BSN III-B student, who is affiliated
to MMSU-College of Health and Sciences, Department of Nursing. She can be contacted
through mobile phone number 09957844620.
In case of complaints about this study, the respondent may contact the University
Ethics Review Committee thru Prof. Janelyn V. Rojas via urerb@mmsu.edu.ph or may
contact 077-600-0486.

10. Consent

I have read and understood the above information and had been given the opportunity to
consider and ask questions on the information regarding the involvement in this study. I
have received a copy of this informed consent document.

______________________ __________________ _________________

Participant’s Name Signature Date Signed

Witness or Legal Guardian’s Signature (only when participant cannot read or sign)

______________________ __________________ _________________

Name of Witness/Guardian Signature Date Signed
 54

APPENDIX C
ETHICAL CLEARANCE
 55

APPENDIX D
LETTER OF REQUEST TO THE DEAN
 56

CURRICULUM VITAE

JELLA KRISTEL G. RIVERA

Poblacion 1, Currimao, Ilocos Norte
Contact Number: (0920) 390 4078
E-mail Address: riverajellakristel@gmail.com

NICKNAME: Jella
BIRTHDAY: August 20, 2000
BIRTHPLACE: City of Batac, Ilocos Norte
AGE: 21
NATIONALITY: FIlipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Nixon Q. Rivera
MOTHER’S NAME: Babylinda G. Rivera

EDUCATIONAL BACKGROUND:
TERTIARY: Mariano Marcos State University
College of Health Sciences
Brgy. 16 Quiling Sur, City of Batac
2019-2022

SENIOR HIGH SCHOOL: Mariano Marcos State University – Senior High School
Science, Technology Engineering and Mathematics
Brgy. 16 Quiling Sur, City of Batac
2017-2019

JUNIOR HIGH SCHOOL: Mariano Marcos State University

Laboratory High School – Science Curriculum
Brgy. 16 Quiling Sur, City of Batac
2013-2017

ELEMENTARY: Dona Josefa E. Marcos Elementary School

Poblacion 1, Currimao, Ilocos Norte
2007-2013
 57

MAY ANGELINE G. SEBASTIAN

Brgy. 6 San Agustin, V. Ligot St. Laoag City
Contact Number: (0905) 326 5611
E-mail Address: smayangeline@gmail.com

NICKNAME: Ange
BIRTHDAY: May 28, 2001
BIRTHPLACE: Laoag City, Ilocos Norte
AGE: 20
NATIONALITY: FIlipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Romel B. Sebastian
MOTHER’S NAME: Marylin G. Sebastian

EDUCATIONAL BACKGROUND:
TERTIARY: Mariano Marcos State University
College of Health Sciences
Brgy. 16 Quiling Sur, City of Batac
2019-2022

SENIOR HIGH SCHOOL: Holy Spirit Academy of Laoag

Science, Technology Engineering and Mathematics
Brgy. 11, Sta. Balbina, Bonifacio St. Laoag City
2017-2019

JUNIOR HIGH SCHOOL: Holy Spirit Academy of Laoag

Brgy. 11, Sta. Balbina, Bonifacio St. Laoag City
2013-2017

ELEMENTARY: Holy Spirit Academy of Laoag

Brgy. 11, Sta. Balbina, Bonifacio St. Laoag City
2007-2013
 58

JEEMICAH ANDREA L. UGOT

Brgy. 5 Cal-laguip, City of Batac, Ilocos Norte
Contact Number: (0906) 340 7431
Email address: ugotjeemicah@gmail.com

NICKNAME: Jeem
BIRTHDAY: October 3, 2000
BIRTHPLACE: City of Batac, Ilocos Norte
AGE: 21 years old
NATIONALITY: Filipino
RELIGION: Protestant
CIVIL STATUS: Single
FATHER’S NAME: Michael John P. Ugot Sr.
MOTHER’S NAME: Ma. Theresa L. Ugot

EDUCATIONAL BACKGROUND
TERTIARY: Mariano Marcos State University
College of Health Sciences
Brgy. 16 Quiling Sur, City of Batac
2019 - 2022

SENIOR HIGH SCHOOL Mariano Marcos State University - Senior High School
Accountancy, Business and Management
Brgy. 16 Quiling Sur, City of Batac
2017 - 2019

JUNIOR HIGH SCHOOL Mariano Marcos State University

Laboratory High School - Science Curriculum
Brgy. 16 Quiling Sur, City of Batac
2013 - 2017

ELEMENTARY Hilario Valdez Memorial Elementary School

Brgy. 4 Nalupta, City of Batac
2008 - 2013
Mariano Marcos Memorial Elementary School
Brgy. 1S Valdez, City of Batac
2007 – 2008
 59

TRICIA MAE J. VALDEZ

Brgy. Banban, Bangui, Ilocos Norte
Contact Number: (0995) 784 4620
Email address: triciamjvaldez@gmail.com

NICKNAME: Cia
BIRTHDAY: August 19, 2000
BIRTHPLACE: City of Batac, Ilocos Norte
AGE: 21 years old
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Robert P. Valdez
MOTHER’S NAME: Imelda J. Valdez

EDUCATIONAL BACKGROUND
TERTIARY: Mariano Marcos State University
College of Health Sciences
Brgy. 16 Quiling Sur, City of Batac
2019 - 2022

SENIOR HIGH SCHOOL Banban National High School

General Academic Strand
Brgy. Banban, Bangui
2017 - 2019

JUNIOR HIGH SCHOOL Banban National High School

Brgy. Banban, Bangui
2013 - 2017

ELEMENTARY Banban Elementary School

Brgy. Banban, Bangui
2007 - 2013