{"title":"Student-created digital artefacts for health promotion and disease prevention: A scoping review.","authors":"Anke van der Merwe, Lizemari Hugo","doi":"10.4102/sajp.v82i1.2298","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Digital health promotion is critical in addressing global disease burden, yet little is known about how healthcare educators train undergraduate students to create these artefacts for health promotion and disease prevention. The Theory of Planned Behaviour (TPB) framework underpinned the study.</p><p><strong>Objectives: </strong>To describe the creation of digital artefacts for health promotion and disease prevention by undergraduate students in health professions programmes.</p><p><strong>Method: </strong>The review used the Johanna Briggs Institute (JBI) Preferred Reporting Items Extension for Scoping Reviews (PRISMA-ScR) guidelines, systematically searching 13 databases with information scientist assistance. Studies describing digital artefacts created by undergraduate healthcare students were included. Data were inductively and thematically analysed.</p><p><strong>Results: </strong>Of the 314 records, 11 articles from mostly high-income countries focussing on medical and nursing students were included after screening. Digital artefacts included videos, social media content, and multimedia materials targeting populations. Students demonstrated positive attitudes towards creation, influenced by empowerment and knowledge gains, with target populations reporting increased knowledge and cultural relevance. Subjective norms were shaped by institutional support and expert guidance. Students showed perceived behavioural control due to technological competencies. Only two studies reported using educational frameworks.</p><p><strong>Conclusion: </strong>This study emphasises digital artefacts' effectiveness in health promotion, highlighting their reach to diverse populations. Findings stress the importance of support in assisting students to create accurate, culturally relevant health messages for the evolving healthcare environment.</p><p><strong>Clinical implications: </strong>Healthcare curricula must adapt to include digital health promotion skills, requiring educators to update teaching approaches to prepare graduates for modern healthcare delivery.</p>","PeriodicalId":44180,"journal":{"name":"South African Journal of Physiotherapy","volume":"82 1","pages":"2298"},"PeriodicalIF":1.3000,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13058481/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Physiotherapy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/sajp.v82i1.2298","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/1/1 0:00:00","PubModel":"eCollection","JCR":"Q4","JCRName":"REHABILITATION","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Digital health promotion is critical in addressing global disease burden, yet little is known about how healthcare educators train undergraduate students to create these artefacts for health promotion and disease prevention. The Theory of Planned Behaviour (TPB) framework underpinned the study.
Objectives: To describe the creation of digital artefacts for health promotion and disease prevention by undergraduate students in health professions programmes.
Method: The review used the Johanna Briggs Institute (JBI) Preferred Reporting Items Extension for Scoping Reviews (PRISMA-ScR) guidelines, systematically searching 13 databases with information scientist assistance. Studies describing digital artefacts created by undergraduate healthcare students were included. Data were inductively and thematically analysed.
Results: Of the 314 records, 11 articles from mostly high-income countries focussing on medical and nursing students were included after screening. Digital artefacts included videos, social media content, and multimedia materials targeting populations. Students demonstrated positive attitudes towards creation, influenced by empowerment and knowledge gains, with target populations reporting increased knowledge and cultural relevance. Subjective norms were shaped by institutional support and expert guidance. Students showed perceived behavioural control due to technological competencies. Only two studies reported using educational frameworks.
Conclusion: This study emphasises digital artefacts' effectiveness in health promotion, highlighting their reach to diverse populations. Findings stress the importance of support in assisting students to create accurate, culturally relevant health messages for the evolving healthcare environment.
Clinical implications: Healthcare curricula must adapt to include digital health promotion skills, requiring educators to update teaching approaches to prepare graduates for modern healthcare delivery.
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