Trust and distrust toward online health information in nurse–patient communication and implications for eHealth literacy

Figures & data

Table 1. Typical examples of rhetorical devices.

Emerging theme	Rhetorical devices	Typical example
Information-giving about trustworthy online health information	Contrasting Reported speech	‘The Rheumatic Association has a lot of good stuff [information]. It is better to go to good sources than to start looking at the web.’ (Excerpt P114-N11. Similar examples occur in the data: P107 -N11, P115 -N17, P104 - N12, P101 -N11, P102 - N18)
Advicing on being critical toward online health sources	Contrasting Explicit advice Justification	’...good to be a bit critical of sources (...) where one reads information because (...) We have many cards up our sleeves.’ (Excerpt P110-N17. Similar examples in the data: P105 -N15, P115 -N17, P116 -N11
Referring to multiple sources to ensure quality and trust	Reported speech Contrasting Justification	’...it has been assessed by the doctor, everything on your medicine list. And it’s also possible to go in yourself and check out the analysis of interactions on felleskatalogen.no.’ (Excerpt P107-N11. Similar examples in the data: P102 -N18)

Table 2. Example 1: Patient114 - Nurse11.

1	Nurse: Yes, and not least when it comes to diagnosis and rheumatic disease,
2	the Rheumatic Association has a lot of good stuff [information]. It is better to go to good sources than to start
3	looking at …
4	Patient: The web?
5	Nurse: Yes, there are a lot of strange things there.
6	Patient: There are many people who speak out—who perhaps shouldn't speak out—online, as it
7	were.
8	Nurse: Yes, absolutely. There are people who live on the web, you know. So, yes …
9	Patient: I'm also online a lot, but I don't look at it.
10	Nurse: No, it can get very strange; you have to be a bit critical of what you read.
11	Patient: Yes.
12	Nurse: I think that’s a good idea.

Table 3. Example 2: Patient110 -Nurse17.

1	Patient: So, I have, uhm, looked into it a bit, and uh, uhm, googled a bit and [yes].
2	Nurse: … .[Yes].
3	Patient: So it … [nods sideways].
4	Nurse: Yes, but one does tend to do that … uh.
5	Patient: … uh-huh
6	Nurse: So it … uhm …
7	Patient: Try not to self-diagnose.
8	Nurse: uhu.
9	Patient: I have been warned against that, so …
10	Nurse: Hehe yes, it is.
11	Patient: So, it …
12	Nurse: But good to be a bit critical of sources, at least, then …
13	Patient: Yes.
14	Nurse: Where one reads information because [that] …
15	Patient: … [Yes].
16	Nurse: But that … it … uhm. We have many cards up our sleeves.
17	Patient: [Nods].

Table 4. Example 3: Patient 107 - Nurse 11.

1	Patient: But there’s no danger in combining ehm the two medicines?
2	Nurse: No.
3	Patient: No.
4	Nurse: No, it has been assessed by the doctor, everything on your medicine list.
5	Patient: Mm.
6	Nurse: And it’s also possible to go in yourself and check out the analysis of interactions on
7	felleskatalogen.no.
8	Patient: Yeah.
9	Nurse: Just go in there, type in all your medicines, and then some, like, alarms will pop up if something
10	is really wrong.
11	Patient: Yes.
12	Nurse: They will.
13	Patient: Yes.
14	Nurse: So, like, kind of your own separate safety measure then.
15	Patient: Yes.
16	Nurse: And also if you get new ones later …
17	Patient: Mm.
18	Nurse: Then it’s easy to go in there to check.
19	Patient: Yes.
20	Nurse: That is always a good idea because some can reinforce each other, others can cancel each
21	other’s effects, and so on.
22	Patient: Yes.