Evaluation des Gesundheitsverhaltens Studierender

A workplace mindfulness training program may affect mindfulness, well-being, health literacy and work performance of upper-level ICT-managers: An exploratory study in times of the COVID-19 pandemic

Introduction

Mindfulness-based interventions have gained more importance in workplace health promotion due to increased psychological distress in the digital era. Although managers in the information communication technology sector (ICT)-sector are at risk for lower mental health, few studies have evaluated the effects of workplace mindfulness trainings (WMT) on upper-level ICT-managers.

Methods

By applying a mixed methods approach, the study aimed at exploring differences in upper-level ICT-managers' mindfulness, well-being, health literacy and work performance at the beginning of a WMT (t0), immediately after (t1) and 3  months after (t2) a WMT. Thirteen groups of managers (n = 56) completed the training and three corresponding surveys consecutively from October 2019 to April 2021. Managers rated their mindfulness (MAAS), well-being (WHO-5), health literacy, and work performance (HPQ). During the COVID-19-pandemic the training switched from a live on-site mode to a hybrid mode and finally to a digital mode. Repeated measures ANOVAs and Bonferroni-adjusted post hoc analyses were used for data analysis. Open-ended responses were content analyzed.

Results

We found significant differences in managers' mindfulness [F(2.106) = 3.376, p = 0.038, η_p ² = 0.06, n = 54], well-being [F(2.106) = 73.019, p < 0.001, η_p ² = 0.17, n = 54], health literacy [F(2.108) = 9.067, p < 0.001, η_p ² = 0.15, n = 55], and work performance [F(2.80) = 7.008, p = 0.002, η_p ² = 0.15, n = 41] between t0 and t2. Significant differences between t0 and t1 were also found for well-being, health literacy and work performance, but not for mindfulness. Qualitative findings demonstrated positive training effects, barriers and facilitators to daily application of mindfulness practice.

Discussion

The results suggest that compared to the beginning of the WMT, the post and follow-up measurements showed outcome improvements. The workplace mindfulness training may thus be a promising program to facilitate mental health and working capabilities among upper-level ICT-managers. Contextual workplace factors need to be considered to sustain long-term mindfulness practice of managers.

Teacher Trainees’ Well-Being—The Role of Personal Resources

Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being. From a public health perspective, research on teacher trainees’ general well-being will benefit from taking both research aspects into account. In this study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis confirmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned), which differed significantly on the health literacy dimensions self-regulation, self-control, self-perception, proactive approach to health, communication and cooperation, and dealing with health information. The health literacy dimensions of self-regulation and self-control were mainly related to occupational self-regulation. Independently of each other, the self-regulatory types and the health literacy dimensions of self-regulation, self-control, and proactive approach to health predicted teacher trainees’ general well-being. If both constructs are considered together, the health literacy dimensions explain more variance in teacher trainees’ general well-being than the self-regulatory types. Research and practical implications are discussed.

Gesundheitskompetenz und Gesundheit von Studierenden unter besonderer Betrachtung der Lehramtsstudierenden

Hintergrund

Ungefähr die Hälfte der Studierenden weist eine eingeschränkte Gesundheitskompetenz (GK) auf. Bislang werden Lehramtsstudierende in Studien zur GK selten adressiert. Im Kontext von Prävention und Gesundheitsförderung erscheint dies aber ein bedeutsames Thema für die Lehrkräfteausbildung zu sein.

Ziel der Arbeit

Erfassung, Vergleich, Zusammenhänge und deren Analyse bezogen auf die erweiterten Fähigkeiten der GK und des allgemeinen Gesundheitszustands von Lehramtsstudierenden (LS) und Nicht-Lehramtsstudierenden (NLS).

Material und Methode

An der Online-Erhebung haben 303 Masterstudierende (LS = 195/ NLS = 108) teilgenommen, die mittels Fragebogen die GK (nach Lenartz) und den allgemeinen Gesundheitszustand (nach WHO) erfasst hat. Die statische Auswertung berücksichtigte t‑Tests, Produkt-Moment-Korrelationen und multivariate Regressionsanalysen.

Ergebnisse

Mit Ausnahme der Verantwortungsübernahme weisen LS im Vergleich zu NLS signifikant höhere Werte in den übrigen Fähigkeiten der GK auf. Die niedrigsten Ausprägungen sind in beiden Gruppen in den Fähigkeiten zur Selbstregulation (SR) sowie Kommunikation und Kooperation (KUK) zu verzeichnen. LS und NLS unterscheiden sich nicht-signifikant in Bezug auf den allgemeinen Gesundheitszustand. Knapp jeder dritte Studierende weist einen schlechten Gesundheitszustand auf. Bezüglich der Zusammenhänge nimmt die Fähigkeit zur SR eine vorgeordnete Rolle ein und stellt den statistisch stärksten Prädiktor dar.

Schlussfolgerung

Die Ergebnisse verdeutlichen die Bedeutung der GK für den allgemeinen Gesundheitszustand. Es lassen sich Interventionen ableiten, die die Fähigkeiten zur SR und KUK fördern. Im Hochschulsetting sollten Rahmenbedingungen geschaffen werden, die die frühzeitige und stetige Förderung der GK für Studierende ermöglichen, u. a. da die späteren Lehrkräfte wichtige Multiplikatorenfunktionen ausüben.

Association Between Health Literacy and Work Ability in Employees With Health-Related Risk Factors: A Structural Model

INTRODUCTION

In workplace health promotion (WHP), health literacy and work ability are considered as outcomes of high interest. Therefore, the question arises as to what extent individual health literacy skills have an impact on work ability alongside sociodemographic influences.

OBJECTIVES

This study aimed to examine the associations between a structural model of health literacy as well as sociodemographic context factors and the work ability among employees with health-related risk factors.

MATERIALS AND METHODS

The study was based on baseline data of a workplace-related intervention (158 employees with health-related risk factors, 53.8% women, 48 ± 10 years). Health literacy skills were assessed with Lenartz's Questionnaire (measuring "self-perception", "proactive approach to health", "dealing with health information", "self-control", "self-regulation", and "communication and cooperation"). Work ability was measured by the German Short Form of the Work Ability Index (WAI). As sociodemographic context factors, sex, age, and educational level were assessed. The associations were examined using structural equation modeling with partial least squares (SmartPLS 2.0.M3). Common quality criteria were applied and significance level was set at α = 5%.

RESULTS

Model's reliability, validity, and structure could be validated. Regarding the impact on work ability, "self-regulation" showed a statistically significant direct effect (ß = 0.32, t (∞) = 4.00, p < 0.01, f 2 = 0.09) and "self-perception" had a significant indirect effect (ß = 0.13, t (∞) = 2.53, p < 0.05). The only additional association with work ability was found for age (ß = -0.25, t (∞) = 3.82, p < 0.01, f 2 = 0.04). The WAI score variance was explained to 17.5% by the health literacy skills and to 27.5% considering the additional sociodemographic context factors.

CONCLUSION

According to the structural model of health literacy, in employees with health-related risk factors, a target group-specific WHP approach could be the encouragement of self-regulation and self-perception. However, additional resources and conditions influencing work ability should be considered.

Potential risk groups and psychological, psychosocial, and health behavioral predictors of pharmacological neuroenhancement among university students in Germany

Aiming to develop and implement intervention strategies targeting pharmacological neuroenhancement (PN) among university students more specifically, we (1) assessed the prevalence of PN among German university students, (2) identified potential sociodemographic and study-related risk groups, and (3) investigated sociodemographic, psychological, study-related psychosocial, general psychosocial and health behavior related factors predicting the 12-month prevalence of PN. Therefore, a cross-sectional online survey was administered to students of the University of Mainz, Germany. A binary logistic regression with stepwise inclusion of the five variable groups was performed to predict PN. A total number of 4351 students out of 31,213 registered students (13.9%) participated in the survey, of which N = 3984 answered the question concerning PN. Of these, 10.4% had used one substance for PN at least once in the past 12 months. The regression analysis revealed 13 variables that were significantly related to the 12-month prevalence of PN. Specifically, the group of health behavior related variables showed the strongest relationship with PN. Therefore, an approach to the prevention of PN should be multifactorial so that it addresses social conditions, as well as education on substance use and healthy behaviors in terms of non-pharmacological strategies as alternatives of PN.

Associations between health-related skills and young adults' work ability within a structural health literacy model

Young adults have a high societal relevance but are still an under-represented target group in health promotion. Health literacy is widely acknowledged as one of the strongest predictors and key determinant of health, so its influence on work ability is of great interest. The purpose of the study was to examine the associations between health-related skills and work ability within the structural model of health literacy of Lenartz, Soellner and colleagues, which explains health behaviour and health through the indirect and direct influence of six 'advanced skills' ('self-perception', 'proactive approach to health', 'dealing with health information', 'self-control', 'self-regulation' and 'communication and cooperation'). The cross-sectional study was based on baseline data of a health literacy promotion intervention (495 vocational school students, 59.0% female, age span 18-25 years). Structural equation modelling with partial least squares was used to examine the associations between the six constructs of the model and the Work Ability Index (WAI). Mean WAI score was 39.7 ± 4.5 (51.1% categorized 'moderate'/'poor'). Five out of six constructs of the model showed a statistically significant indirect or direct effect, respectively, on work ability. The model explained 24.8% of the WAI score variance. Our findings show associations between the health literacy model and the work ability among young employees. In view of demographic change, it is crucial to develop and analyse target group-specific health literacy interventions. The model offers new facets in the modelling of health literacy.

Challenge Accepted! a Critical Reflection on How to Perform a Health Survey Among University Students-An Example of the Healthy Campus Mainz Project

Background: Universities represent an important setting of everyday life for health promotion. The Healthy Campus Mainz project aims to develop an evidence-based and comprehensive student health management program covering physical, mental, and social health promotion. Hence, an initial health survey was performed in order to identify the students' health concerns and resources. Up until now, it remains unclear which topics to choose in a health survey among university students and which strategies can be recommended to receive an acceptable response rate or representative student sample within a university setting. The present paper contributes to the call for the present research topic "Public Health Promotion in University Students" by describing methods for health assessment. Therefore, the current paper aims to give an empirical example on how to perform a health survey among university students, focusing on (1) choosing topics for the survey and (2) methodological considerations of how to reach the target population. Methods: An online questionnaire including around 270 items was developed covering a comprehensive set of health topics. Participants were recruited via the university email. Mixed channels for survey promotion, such as lecture visits and social media, were used, accompanied by different monetary and non-monetary incentives. Descriptive analyses were performed to describe the sample. Results: A total of 5,006 participants (out of 31,213 registered students) viewed the first page of the questionnaire; of whom, 4,714 continued further. After a manual data cleaning according to the predefined criteria, the final sample was 4,351, demonstrating a response rate of 13.9%. Students from different study disciplines participated. However, some study disciplines showed a low participation rate, hence, making the results not free from some bias. Discussion: This survey is exceptional as it integrates a great variety of health aspects. The incentive strategy demonstrated promising results. Future research should try to improve target-group-specific recruitment strategies for the traditionally underrepresented groups, such as males and specific study disciplines. This would not only include advancing marketing strategies, but also refining the incentive strategy.

Health literacy promotion among young adults: a web-based intervention in German vocational schools

Against the background of an ageing population, the target group of young adults holds strong societal relevance as the future workforce. At the same time, young adults find themselves in a critical phase of life regarding the manifestation of a healthy lifestyle. In this context, young adults' health literacy gains importance. Web-based interventions implemented in educational settings offer the potential for promoting health literacy, although longitudinal studies remain scarce. Within a pre-post cluster randomized controlled trial with 6-month follow-up, this study investigated whether an 8-week web-based intervention in vocational schools (with or without an additional initial face-to-face measure) improves individual competencies within a structural model of health literacy ('self-perception', 'proactive approach to health', 'dealing with health information', 'self-control', 'self-regulation' and 'communication and cooperation'). The control condition was regular school lessons following the curriculum only. A multi-level regression analysis was performed using the control group as reference. None of the interventions showed a significant improvement in any of the dimensions. Significant differences between the intervention and control were obtained for some dimensions, albeit showing reductions. Future research must examine how to build impactful health literacy promotion in educational settings. Investigations into linking digital and face-to-face measures should continue.

Engagement with a Web-Based Health Promotion Intervention among Vocational School Students: A Secondary User and Usage Analysis

Engagement with web-based interventions is both generally low and typically declining. Visits and revisits remain a challenge. Based on log data of a web-based cluster randomized controlled trial conducted in vocational schools, the present secondary analysis aimed to identify influencing factors on initially logging in to a health promotion platform among young adults and to examine the engagement over the course of an eight-week intervention. Data of 336 students (62.2% female, age span 18–25) from two intervention arms (web-based intervention and web-based intervention with an additional initial face-to-face contact) was included. Binary logistic regression and log-data visualization were performed. An additional initial face-to-face contact (odds ratio (OR) = 2.971, p = 0.005), female sex (OR = 2.237, p = 0.046) and the health-related skill “dealing with health information” (OR = 2.179, p = 0.030) significantly increased the likelihood of initially logging in. Other variables showed no influence. 16.6% of all potential users logged in at least once, of which 57.4% revisited the platform. Most logins were tracked at the beginning of the intervention and repeated engagement was low. To increase the engagement with web-based interventions, health-related skills should be fostered. In addition, a strategy could be to interlink comparable interventions in vocational schools more regularly with everyday teaching through multi-component interventions.

Influence of Health Literacy on the Physical Activity of Working Adults: A Cross-Sectional Analysis of the TRISEARCH Trial

Studies show that high health literacy (HL) can support the promotion and maintenance of healthy behavior such as physical activity (PA). However, most studies rely on subjective data. The aim of the present study is to investigate the relationship between HL and PA, not only with subjectively but also with objectively measured PA data. The present study is a pooled analysis of baseline data from the research association TRISEARCH (2015–2018), which focused on the HL of working adults. HL was measured by Lenartz’ questionnaire, and PA by the Global Physical Activity Questionnaire (GPAQ; n = 1056). A subsample (n = 124) also received accelerometers (Actigraph GT3X+) to provide more objective PA data. Partial correlations and regression models were used to investigate the relationship between HL and questionnaire- and accelerometer-derived PA. Very low and medium partial correlations could be found for HL subscales and daily PA by questionnaire (r = −0.06, p < 0.05) and accelerometer (r = 0.26, p < 0.01). No subscale of HL made a significant contribution to the amount of daily PA (all p > 0.05). Not all subscales of HL seem to have an influence on the occurrence of healthy behavior, such as PA. This should be considered when HL-based interventions are designed. Further investigation of the relationship between HL and PA is needed. Objective assessments of both HL and PA can provide additional information for this task.

Exploring the Association Between Health Literacy and Psychological Well-Being Among Industry Managers in Germany

OBJECTIVE

Industry managers are typically exposed to high work demands but have received limited attention by research, particularly concerning the issue of health literacy and how this relates to their psychological well-being. The aim of this study was to explore the association between health literacy and psychological well-being among managers in Germany.

METHODS

An online survey of a sample of 126 commercial industry managers was conducted. Effects of health literacy on psychological well-being (WHO-5 index) were investigated using path analysis.

RESULTS

The findings show a quarter of managers were classified as having poor well-being. Health literacy, namely the facets self-regulation (β = 0.40, P < 0.001), self-perception (β = 0.26, P < 0.001), self-control (β = 0.25, P < 0.01), and proactive approach to health (β = 0.09, P < 0.05), were positively associated with psychological well-being.

CONCLUSION

The study indicates that higher health literacy is associated with decreased risk of poor well-being.

Concept mapping as an approach for expert-guided model building: The example of health literacy

Concept mapping served as the starting point for the aim of capturing the comprehensive structure of the construct of 'health literacy.' Ideas about health literacy were generated by 99 experts and resulted in 105 statements that were subsequently organized by 27 experts in an unstructured card sorting. Multidimensional scaling was applied to the sorting data and a two and three-dimensional solution was computed. The three dimensional solution was used in subsequent cluster analysis and resulted in a concept map of nine "clusters": (1) self-regulation, (2) self-perception, (3) proactive approach to health, (4) basic literacy and numeracy skills, (5) information appraisal, (6) information search, (7) health care system knowledge and acting, (8) communication and cooperation, and (9) beneficial personality traits. Subsequently, this concept map served as a starting point for developing a "qualitative" structural model of health literacy and a questionnaire for the measurement of health literacy. On the basis of questionnaire data, a "quantitative" structural model was created by first applying exploratory factor analyses (EFA) and then cross-validating the model with confirmatory factor analyses (CFA). Concept mapping proved to be a highly valuable tool for the process of model building up to translational research in the "real world".