Clinical Research Directory

Mentor-Supported Digital Literacy Training

Purpose This study is a randomized controlled experimental trial aiming to evaluate the effects of mentoring-based digital literacy training delivered by young migrants on older migrants' eHealth literacy and their ability to seek and verify health information in digital environments. The study will be conducted among young and older Ahiska Turkish migrants living in the Üzümlü district of Erzincan province. Method The study will be conducted in two phases. In the first phase, young migrants will receive digital literacy training that includes mentoring skills. In the second phase, these individuals will provide training to older migrants. The sample size has been determined based on a power analysis and will consist of a total of 80 participants. Data will be collected using the eHealth Literacy Scale and the Digital Health Information Seeking and Verification Scale. Data will be analyzed using SPSS software, and appropriate parametric and/or non-parametric tests will be applied. Training sessions will be conducted in controlled environments, in small groups, and tailored to participants' needs. Participant follow-up will be maintained throughout the process to support the sustainability of the intervention. Research Hypotheses Primary Hypothesis * H0: Mentoring-based digital literacy training delivered by young migrants has no effect on older migrants' levels of eHealth literacy and digital literacy. * H1: Mentoring-based digital literacy training delivered by young migrants has a significant effect on older migrants' levels of eHealth literacy and digital literacy. Secondary Hypothesis * H0: Mentoring-based digital literacy training delivered by young migrants has no effect on older migrants' eHealth literacy levels. * H2: Mentoring-based digital literacy training delivered by young migrants has a significant effect on older migrants' eHealth literacy levels. Third Hypothesis * H0: Mentoring-based digital literacy training delivered by young migrants has no effect on older migrants' digital literacy levels. * H3: Mentoring-based digital literacy training delivered by young migrants has a significant effect on older migrants' digital literacy levels.

The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students

Introduction and Aims: Digital technologies have significantly transformed children's learning levels, communication skills, and socialization patterns. However, the early and uncontrolled use of digital tools can lead to an increase in digital addiction tendencies among children and intensify social comparisons with peers. Elementary school-aged children, in particular, are in a sensitive period of growth and development when their behavioral patterns and self-perceptions are being shaped. Therefore, there is a need for school-based, nurse-led, theory-based educational programs that support children in developing healthy and conscious behaviors on digital platforms. Social Learning Theory provides a strong framework for such interventions by explaining that children's digital behaviors are shaped through observation, modeling, self-regulation, and self-evaluation processes. The aim of this study is to examine the effect of the Digital Literacy Education Program, developed based on Social Learning Theory, on digital addiction and social comparison among fourth-grade elementary school students. Method: This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel design, pre-test-post-test randomized controlled trial. Social Learning Theory is a theoretical framework consisting of six components to understand and support behavioral change. In the first phase, Digital Literacy Education based on Social Learning Theory will be developed, and in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 200 fourth-grade students studying in central Şanlıurfa, who will be divided into intervention and control groups at a 1:1 ratio. Participants in the intervention group will receive a three-week, multi-component training program based on Social Learning Theory, while participants in the control group will receive routine general advice. Assessments will be conducted at the beginning, after the training, and at 6 months. Research data will be collected using a Personal Information Form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale. The data will be evaluated using descriptive statistical analyses and relevant tests

Digital Privacy Awareness in Gifted Students

This randomized controlled trial aims to examine gifted and talented students' perceptions and concerns regarding digital privacy within the context of their digital literacy. The study evaluates the effectiveness of a structured digital privacy education intervention designed to increase awareness and informed decision-making in digital environments. Gifted students are randomly assigned to an intervention group or a control group receiving standard practice. Data are collected using validated measures of digital privacy perception, digital literacy, and privacy-related concerns. The findings are expected to contribute to the development of evidence-based digital literacy and privacy education practices for gifted learners.

Digital Literacy in Caregivers of Pediatric Surgery Patients

The purpose of this study is to describe the digital literacy of caregivers of pediatric surgical patients. The investigators hypothesize that caregivers of minority race, language of care other than English, and low neighborhood opportunity will have lower prevalence of digital literacy.