Structural Model of the Healthcare Information Security Behavior of Nurses Applying Protection Motivation Theory

Background: Healthcare information includes sensitive data and, as such, must be secure; however, the risk of healthcare information leakage is increasing. Nurses manage healthcare information in hospitals; however, previous studies have either been conducted on medical workers from various other occupations or have not synthesized various factors. The purpose of this study was to create and prove a model of nurses’ healthcare information security (HIS). The hypothetical model used in this study was constructed on the basis of the protection motivation theory (PMT) proposed by Rogers. Methods: A total of 252 questionnaires scored using a five-point Likert scale were analyzed, incorporating data from nurses who had been working for more than one month in general hospitals with more than 300 beds in South Korea. The survey was conducted over a total of 30 days, from 1 to 30 September 2019. Results: The results showed that coping appraisal significantly influence HIS intentions (estimate = −1.477, p < 0.01), whereas HIS intentions significantly influence HIS behavior (estimate = 0.515, p < 0.001). A moderating effect on the association between coping appraisal and HIS intentions was found in the group of nurses who had been working for <5 years (estimate = −1.820, p < 0.05). Moreover, a moderating effect on the association between HIS intentions and HIS behavior was found in the group of nurses who had been working for <5 years (estimate = 0.600, p < 0.001). Conclusion: The results of this study can be used to develop a management plan to strengthen nurses’ HIS behavior and can be used by nursing managers as a basis for developing education programs

Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs

Development of a Tool for Measuring Adverse Health Effects Due to Digital Textbook Use

This study developed a tool for measuring adverse health effects in students who use digital textbooks. The study tool was aimed at 690 sixth-graders who had used digital textbooks for more than a year in schools taking part in the nationwide digital textbook pilot program. We determined the validity and reliability of the tool. The tool for measuring adverse health effects of digital textbooks consisted of a total of 22 items, including 13 on physical symptoms and 10 on psychological symptoms. For the physical symptoms, two factors – whole body/musculoskeletal symptoms and eye symptoms – were extracted. For the psychological symptoms, the two assessed factors included negative and positive psychological symptoms. This tool will not only be helpful in preventing and managing adverse health effects of digital textbook use by identifying various physical and psychological symptoms, but will also be useful as a basis for the expansion of digital textbooks

Health Issues with Learning to Use Smart Devices in the Digital Age: Using a Grounded Theory Approach

The Korean government has announced a plan for a national policy to deliver smart education among all students. As a result, many people are worried about the possible health-related adverse effects. This qualitative study aimed at analyzing health issues related to middle school students who learn by using smart devices using the grounded theory approach. We conducted in-depth interviews with 30 students at four middle schools who used smart devices for more than a year. The analysis of this research data was based on the constant comparative method, using grounded theory as a theoretical framework. The data analysis revealed many concepts in 28 subcategories and 13 categories related to smart learning health issues, with the central phenomenon being experience with health problems. Students’ health-related experiences were classified as physical or psychosocial symptoms. Adverse health effects related to smart learning were related to unsafe smart learning behavior and an inefficient smart learning environment. The consequences appeared to be the formation of diverse digital habits through the ambivalent use of smart devices and differences in ability to control health problems. Our findings suggest that students can form ideal habits for using smart devices if their health issues are well monitored and managed

Comparing Brain Activation between Students who Use Digital Textbooks and Those who Use Conventional Paper Textbooks

The purpose of this study is to compare the effects of digital textbooks and conventional paper textbooks on brain activation during problem solving among elementary-school students. Subjects included 54 6th grade students who used either digital textbooks or paper textbooks. We measured theta waves, alpha waves, beta waves, and gamma waves using PolyG-I (LAXTHA Inc.). We found significant effects of the textbook type for all brainwaves in the prefrontal lobes. Our results suggest that the use of digital textbooks will enhance the development of cognitive and thinking processes during learning

Descriptive study of electromagnetic wave distribution for various seating positions: using digital textbooks.

To better understand environmental electromagnetic wave exposure during the use of digital textbooks by elementary school students, we measured numeric values of the electromagnetic fields produced by tablet personal computers (TPCs). Specifically, we examined the distribution of the electromagnetic waves for various students' seating positions in an elementary school that uses digital textbooks. Electric and magnetic fields from TPCs were measured using the HI-3603 Visual Display Terminal/ Very Low Frequency (VDT/VLF) radiation measurement system. Electromagnetic field values from TPCs measured at a student's seat and at a teacher's computer were deemed not harmful to health. However, electromagnetic field values varied based on the distance between students, other electronic devices such as a desktop computers, and student posture while using a TPC. Based on these results, it is necessary to guide students to observe proper posture and to arrange seats at an appropriate distance in the classroom

Descriptive study of electromagnetic wave distribution for various seating positions: using digital textbooks.

To better understand environmental electromagnetic wave exposure during the use of digital textbooks by elementary school students, we measured numeric values of the electromagnetic fields produced by tablet personal computers (TPCs). Specifically, we examined the distribution of the electromagnetic waves for various students' seating positions in an elementary school that uses digital textbooks. Electric and magnetic fields from TPCs were measured using the HI-3603 Visual Display Terminal/ Very Low Frequency (VDT/VLF) radiation measurement system. Electromagnetic field values from TPCs measured at a student's seat and at a teacher's computer were deemed not harmful to health. However, electromagnetic field values varied based on the distance between students, other electronic devices such as a desktop computers, and student posture while using a TPC. Based on these results, it is necessary to guide students to observe proper posture and to arrange seats at an appropriate distance in the classroom