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Wahlström E, Harder M, Holmström IK, Larm P, Golsäter M. Reading the signs in health visits-Perspectives of adolescents with migration experiences on encounters with school nurses. Nurs Open 2024; 11:e2217. [PMID: 38890791 PMCID: PMC11187908 DOI: 10.1002/nop2.2217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Revised: 02/19/2024] [Accepted: 06/05/2024] [Indexed: 06/20/2024] Open
Abstract
AIM To explore the experiences of health visits within the school health services from the perspective of adolescents with migration experiences. DESIGN A descriptive qualitative study. METHODS Data were collected using focus groups and semi-structured individual interviews with adolescents with migration experiences aged 13-17 years old. Analysis was conducted using reflexive thematic analysis. RESULTS The results described adolescents reading the signs in the guided interaction between them and the school nurses. Reading the signs illustrated the adolescents' continuous interpretation of the interaction with the school nurse, and their decisions on how to respond throughout the health visit. These interpretations influenced the adolescents' shifting willingness to talk about their health and how they adapted to the space of participation provided by the school nurse. The interpretation also influenced their experiences of health visits as focusing on their health without making them feel singled out. CONCLUSION Although individual considerations might be warranted in health visits with adolescents with migration experiences, the results indicate that similarities in intrapersonal communication in various encounters between adolescents and health professionals might be greater than any differences. Healthcare encounters with adolescents with migration experiences might thus need to be conducted with an awareness that adolescents read the signs in the guided interaction and that similarities in this interaction are greater than any differences.
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Affiliation(s)
- Emmie Wahlström
- ChiP Research Group, School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
- School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
| | - Maria Harder
- ChiP Research Group, School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
- School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
| | - Inger K. Holmström
- School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
- Department of Public Health and Caring SciencesUppsala UniversityUppsalaSweden
| | - Peter Larm
- Department of Public Health SciencesStockholm UniversityStockholmSweden
| | - Marie Golsäter
- CHILD‐Research Group, School of Health and WelfareJönköping UniversityJönköpingSweden
- Child Health Services and FuturumRegion Jönköping CountyJönköpingSweden
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2
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Widnall E, Dodd S, Russell AE, Curtin E, Simmonds R, Limmer M, Kidger J. Mechanisms of school-based peer education interventions to improve young people's health literacy or health behaviours: A realist-informed systematic review. PLoS One 2024; 19:e0302431. [PMID: 38820530 PMCID: PMC11142678 DOI: 10.1371/journal.pone.0302431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 04/04/2024] [Indexed: 06/02/2024] Open
Abstract
INTRODUCTION Peer education interventions are widely used in secondary schools with an aim to improve students' health literacy and/or health behaviours. Although peer education is a popular intervention technique with some evidence of effectiveness, we know relatively little about the key components that lead to health improvements among young people, or components that may be less helpful. This review aims to identify the main mechanisms involved in school-based peer education health interventions for 11-18-year-olds. METHODS Five electronic databases were searched for eligible studies during October 2020, an updated search was then conducted in January 2023 to incorporate any new studies published between November 2020 and January 2023. To be included in the review, studies must have evaluated a school-based peer education intervention designed to address aspects of the health of students aged 11-18 years old and contain data relevant to mechanisms of effect of these interventions. No restrictions were placed on publication date, or country but only manuscripts available in English language were included. RESULTS Forty papers were identified for inclusion with a total of 116 references to intervention mechanisms which were subsequently grouped thematically into 10 key mechanisms. The four most common mechanisms discussed were: 1) Peerness; similar, relatable and credible 2) A balance between autonomy and support, 3) School values and broader change in school culture; and 4) Informal, innovative and personalised delivery methods. Mechanisms were identified in quantitative, qualitative and mixed methods intervention evaluations. DISCUSSION This study highlights a number of key mechanisms that can be used to inform development of future school-based peer education health interventions to maximise effectiveness. Future studies should aim to create theories of change or logic models, and then test the key mechanisms, rather than relying on untested theoretical assumptions. Future work should also examine whether particular mechanisms may lead to harm, and also whether certain mechanisms are more or less important to address different health issues, or whether a set of generic mechanisms always need to be activated for success.
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Affiliation(s)
- Emily Widnall
- Centre for Public Health, University of Bristol, Bristol, United Kingdom
| | - Steven Dodd
- Faculty of Health and Medicine, Lancaster University, Lancaster, United Kingdom
| | | | - Esther Curtin
- Centre for Public Health, University of Bristol, Bristol, United Kingdom
| | | | - Mark Limmer
- Faculty of Health and Medicine, Lancaster University, Lancaster, United Kingdom
| | - Judi Kidger
- Centre for Public Health, University of Bristol, Bristol, United Kingdom
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Naigaga DA, Kavanagh J, Spillane A, Hickey L, Scott K, Morrissey J, Elmer S, Goss H, Murrin C. Using co-design to develop the Adolescent Health Literacy Questionnaire for adolescents in Ireland. Health Promot Int 2024; 39:daae009. [PMID: 38365191 PMCID: PMC10873780 DOI: 10.1093/heapro/daae009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2024] Open
Abstract
Health literacy measurement studies are important for the success of health promotion efforts targeting adolescents. However, the majority of health literacy measurement tools were originally developed for adult populations and may not be reflective of health literacy in the context of adolescence. The present study sought to co-design a health literacy questionnaire and vignettes for adolescents in Ireland aged 12-18 years. This article describes the qualitative phase of the study. In 2019-2021, eight adolescents from the Irish Heart Foundation's Youth Advisory Panel participated in two concept mapping workshops during which they defined healthy living. Results of the thematic analysis indicated that adolescents defined 'healthy living' as a life that was balanced, prioritizing mental health and sleep. According to their definition, healthy living was comprised of six main constructs, namely, knowledge; sources of quality health information; facilitators and barriers; influence of others; self-efficacy, self-management and resilience; and citizenship and communication. These constructs were used to develop vignettes and items for the Adolescent Health Literacy Questionnaire (AHLQ). These were tested on a sample of 80 adolescents to check whether the respondents understood the items and vignettes as intended. Results of the nine cognitive interviews indicated that the adolescents understood the content of the 10 vignettes and 41 items. While the vignettes and AHLQ were developed with Irish adolescents, the approaches taken can be generalized to adolescents living in other countries. This will allow for the development of tailored and relevant solutions for health literacy development and health promotion for this sub-population.
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Affiliation(s)
- Desire Alice Naigaga
- School of Public Health, Physiotherapy, and Sports Science, University College Dublin, 4 Stillorgan Road, Dublin 4, Ireland
| | | | | | - Laura Hickey
- Irish Heart Foundation, Rathmines Rd Lower, Dublin 6, Ireland
| | - Katherine Scott
- Irish Heart Foundation, Rathmines Rd Lower, Dublin 6, Ireland
| | - Janis Morrissey
- Irish Heart Foundation, Rathmines Rd Lower, Dublin 6, Ireland
| | - Shandell Elmer
- School of Nursing, College of Health and Medicine, University of Tasmania, 71 Brooker Avenue, Glebe, TAS 7000, Australia
| | - Hannah Goss
- School of Health and Human Performance, Dublin City University, Whitehall, Dublin 9, Ireland
| | - Celine Murrin
- School of Public Health, Physiotherapy, and Sports Science, University College Dublin, 4 Stillorgan Road, Dublin 4, Ireland
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4
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Liaaen JM, Söderström S. The interrelated process of becoming independent in user participation for young persons living with disabilities. Disabil Rehabil 2024; 46:714-722. [PMID: 36772814 DOI: 10.1080/09638288.2023.2175385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 01/28/2023] [Indexed: 02/12/2023]
Abstract
PURPOSE User participation is important in the delivery of health- and social services. Yet, our knowledge regarding how user participation is experienced from the perspective of those who use these services is limited. This study aims to develop knowledge regarding how young persons living with disabilities experience becoming independent in user participation. MATERIALS AND METHODS This qualitative study is inspired by Constructivist Grounded Theory. Nine young persons between 16 and 25 years of age and living with a disability, participated in the interviews. RESULTS The results revealed that user participation for young persons is a socially situated, relational, and skills-dependent process. User participation is characterized as a process, consisting of increasing skills, gradually reducing parental support, and responding to interactions with professionals. The three categories are strongly reciprocal and interrelated, forming the unifying core category of Striving towards independence in user participation. CONCLUSION We theorize about the Interrelated process of becoming independent in user participation for young persons with disabilities. This theory highlights the need to understand the interrelatedness of user participation, allowing for a recognition of the complexity of user participation, showing it as a process involving developing skills, and gradually becoming independent and skilled in user participation.Implications for rehabilitationYoung persons with disability rely on support from parents as well as professionals to become independent in user participationProfessionals should acknowledge that user participation is a learning process and allow for time and resources to aid this processFocusing on increasing health literacy alone is not sufficient to ensure user participation for young persons with disability.
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Affiliation(s)
- Janne Marita Liaaen
- Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology, Trondheim, Norway
| | - Sylvia Söderström
- Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology, Trondheim, Norway
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Barros MBSC, Nascimento MMDS, Rosário HRVD, Galvão DMPG, Silva RGMD, Soares KHD, Leandro VCCA, Monteiro EMLM. Youth empowerment in health: a theoretical structure of literacy practices. Rev Gaucha Enferm 2023; 44:e20220126. [PMID: 38055455 DOI: 10.1590/1983-1447.2023.20220126.en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 06/28/2023] [Indexed: 12/08/2023] Open
Abstract
OBJECTIVE To develop a theoretical structure on literacy practices committed to health empowerment, based on the understanding of school adolescents and members of a Quilombola community in the State of Pernambuco, Brazil. METHOD Interpretative analysis, based on the assumptions of the Grounded Theory and Symbolic Interactionism. For data collection, Culture Circles were conducted with 18 adolescents from October 2020 to August 2021. RESULTS The theoretical archetype is structured based on the recognition of vulnerable youth context, and the development of potential through collective relations built by dialogue, trust, shared knowledge construction, and the use of technologies. FINAL CONSIDERATIONS The theoretical structure on literacy practices committed to empowerment through the understanding of adolescents runs through the framework of a substantive theory that culminates in a perspective of agency and recognition of their needs.
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Howe EJ, Bishop LD, Torraville BS, Rowe EC, Kinzel E, Donnan JR. Canadian cannabis education resources to support youth health literacy: A scoping review and environmental scan. HEALTH EDUCATION JOURNAL 2023; 82:766-778. [PMID: 37927456 PMCID: PMC10620065 DOI: 10.1177/00178969231191085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/07/2023]
Abstract
Background The 2018 legalisation of cannabis in Canada sparked concern and conversation about the potential negative impacts of youth cannabis use. It is clear that young people are already engaging in cannabis use for a variety of reasons; therefore, youth cannabis education is desirable to promote harm reduction and reduce the risk of adverse physical and mental health outcomes. Objective To identify and categorise Canadian cannabis education resources using a social-ecological approach informed by the youth health literacy framework, considering multiple factors at the micro-, meso- and macro-levels that influence health literacy and impact behaviour. Methods In line with scoping review methodology, database searches and an environmental scan of materials were completed. Specific inclusion criteria were identified to encompass all Canadian cannabis education resources directed towards young people aged 9-18 years and adults in contact with youth. Results A total of 60 resources were identified and categorised using the youth health literacy framework in terms of their focus on (1) micro influences (resources for youth); (2) meso influences (resources for teachers, parents, mentors); and (3) macro influences (resources for indigenous communities and medical professionals). Conclusions While many resources were identified, issues exist with the accessibility, quality and multicultural considerations of such resources, warranting the development of comprehensive, evidence-based and harm reduction-focused cannabis education for youth.
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Affiliation(s)
- Emily J. Howe
- Department of Psychology, Memorial University of Newfoundland, St. John’s, NL, Canada
| | - Lisa D. Bishop
- School of Pharmacy, Memorial University of Newfoundland, St. John’s, NL, Canada
- Faculty of Medicine, Memorial University of Newfoundland, St. John’s, NL, Canada
| | | | - Emily C. Rowe
- Department of Psychology, Memorial University of Newfoundland, St. John’s, NL, Canada
| | - Eden Kinzel
- Health Sciences Library, Memorial University of Newfoundland, St. John’s, NL, Canada
| | - Jennifer R. Donnan
- School of Pharmacy, Memorial University of Newfoundland, St. John’s, NL, Canada
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Jenkins CL, Sykes S, Wills J. The conceptualization and development of critical health literacy in children: a scoping review. Health Promot Int 2023; 38:daad116. [PMID: 37758200 DOI: 10.1093/heapro/daad116] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/03/2023] Open
Abstract
The cognitive and social practices associated with critical health literacy, such as critical appraisal of health messages and participation in political processes to address wider determinants of health, are of lifelong benefit. Understanding how and where critical health literacy development can be supported early in the life course may improve health outcomes now and in the future. This scoping review focuses on how critical health literacy in children is conceptualized and the supportive environments available for its development. Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines are used in reporting. Evidence retrieved was eligible for inclusion if it contained a substantive conceptual or empirical study of critical health literacy in populations aged 7-11 (middle childhood). From the included 18 peer-reviewed and grey literature sources, schools are identified as the setting most associated with the development of critical health literacy in the target age group. However, the action-oriented dimension of critical health literacy is rarely supported in the school setting. The review concludes that further research is needed to clarify how and where to support children to develop critical health literacy in and outside of school settings.
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Affiliation(s)
- Catherine L Jenkins
- Institute of Health and Social Care, London South Bank University, 90 London Road, London SE1 6LN, UK
| | - Susie Sykes
- Institute of Health and Social Care, London South Bank University, 90 London Road, London SE1 6LN, UK
| | - Jane Wills
- Institute of Health and Social Care, London South Bank University, 90 London Road, London SE1 6LN, UK
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8
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Mikhaylova O, Bochkor A, Osipova P, Popov D, Chepeleva M, Rybakova E. Child self-care autonomy in health (scale for parents): development, internal structure, and sex/age correlates. Front Psychol 2023; 14:1243400. [PMID: 37691816 PMCID: PMC10491485 DOI: 10.3389/fpsyg.2023.1243400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 08/11/2023] [Indexed: 09/12/2023] Open
Abstract
Autonomy in self-care practices in the health sphere is a critical characteristic for the survival of humans throughout the life span. Notably, however, the current literature lacks psychometrically sound instruments that measure this phenomenon among children without diagnosed chronic health conditions. The purpose of the present exploratory study was to develop, test, and provide data regarding the reliability and validity of the Child Self-Care Autonomy in Health (CSAH) scale. The piloted version of the CSAH yielded an 11-item instrument designed to reflect the parent's perspective in measuring the extent of autonomy in self-care actions related to health for a child, whether diagnosed with a chronic illness or not. Data were collected through an online survey of a non-random sample of Russian-speaking parents currently residing in Russia (N = 349). The analysis focused on scale structure via principal component analysis and age/sex associations. The proposed CSAH may be of interest to social workers, health professionals, and parents seeking to ascertain schoolers' autonomy in self-care practices in the health sphere and support building a stronger self-care mindset.
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Affiliation(s)
- Oxana Mikhaylova
- Center for Contemporary Childhood Research, HSE University, Moscow, Russia
- Department for Social Institutions Analysis, HSE University, Moscow, Russia
| | - Anastasia Bochkor
- Laboratory for Psychology of Social Inequality, HSE University, Moscow, Russia
- Centre for Institutional Research, HSE University, Moscow, Russia
| | - Polina Osipova
- Laboratory for Sports Studies, HSE University, Moscow, Russia
- Centre for Student Academic Development, HSE University, Moscow, Russia
| | - Denis Popov
- Department for Social Insitutions Analysis, HSE University, Moscow, Russia
| | - Maria Chepeleva
- Center for Sociocultural Research at HSE University, Moscow, Russia
| | - Evgenia Rybakova
- Department for Social Insitutions Analysis, HSE University, Moscow, Russia
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9
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Veshovda S, Eik H, Andersen MH, Jahre H, Riiser K. Health literacy and musculoskeletal disorders in adolescents: a scoping review. BMJ Open 2023; 13:e072753. [PMID: 37369418 PMCID: PMC10410916 DOI: 10.1136/bmjopen-2023-072753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Accepted: 06/07/2023] [Indexed: 06/29/2023] Open
Abstract
OBJECTIVES Health literacy (HL) related to musculoskeletal disorders (MSDs) in adolescents is a field with limited previous evidence. This study aimed to review and synthesise studies on MSDs and HL as well as various dimensions of HL in adolescents. DESIGN Scoping review in accordance with Arksey and O'Malleys framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. SEARCH STRATEGY The search strategy was performed in the following databases in November 2021 (initial search) and December 2022 (updated search); Medline, EMBASE, PsychINFO, Cochrane, CINAHL, ERIC, Web of Science and Google Scholar. Eligible studies involving MSDs and HL or either of the HL dimensions related to finding, understanding, appraising or applying health information in adolescents were considered. Any dimension of HL studied, the outcome measure(s) used to assess HL and the type of MSD examined were charted, reviewed and synthesised. A directed content analysis was used for the subjective interpretation of text data. RESULTS A total of 16 841 studies were identified and 33 were eligible for inclusion. Ten articles presented HL with a definition or description in the theoretical background. The remaining 23 studies involved finding, understanding, appraising or applying health information, without using the term 'health literacy'. Most of the studies addressed how adolescents understand (n=32), and apply (n=23) health information, while few studies focused on how they find (n=11) and appraise (n=7) musculoskeletal health information. CONCLUSION Few studies have addressed HL and MSDs in adolescents explicitly, while most studies have considered dimensions of HL. Our findings suggest that there is important work to be done to align conceptual understandings with the measurement of HL in adolescents and that further research should be carried out to explore how HL is distributed among adolescents with MSDs and how adolescents living with MSDs report their HL.
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Affiliation(s)
- Solveig Veshovda
- Faculty of Health Sciences, Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
| | - Hedda Eik
- Faculty of Health Sciences, Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
- Faculty of Medicine, Institute of Health and Society, Department of Interdisciplinary Health Sciences, University of Oslo, Oslo, Norway
| | - Marit Helen Andersen
- Faculty of Medicine, Institute of Health and Society, Department of Interdisciplinary Health Sciences, University of Oslo, Oslo, Norway
- Department of Transplantation Medicine, Oslo University Hospital, Oslo, Norway
| | - Henriette Jahre
- Faculty of Health Sciences, Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
| | - Kirsti Riiser
- Faculty of Health Sciences, Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
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Jakobovich R, Berry EM, Levita A, Levin-Zamir D. Developing Healthy Lifestyle Behaviors in Early Age-An Intervention Study in Kindergartens. Nutrients 2023; 15:nu15112615. [PMID: 37299578 DOI: 10.3390/nu15112615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 05/21/2023] [Accepted: 05/24/2023] [Indexed: 06/12/2023] Open
Abstract
Childhood obesity prevention is a leading public health challenge requiring the adoption of healthy lifestyles at an early age. We examined how the kindergarten environment can promote eating sensibly, drinking water and becoming physically active. The effects of an intervention program among 42 Israeli kindergartens (1048 children, aged 4-6) whose teachers participated in a health education training program were compared to 32 kindergartens (842 children) whose teachers did not undergo this training program. An eight-month intervention program focused on knowledge/mathematical/logical/critical thinking, self-regulation/control acquisition, and sensible decision-making abilities. We hypothesized that nutrition and physical-exercise-oriented intervention programs, combining knowledge/mathematical logical thinking, would positively impact the quality of children's mid-morning snack and water consumption, their ability to express feelings following physical exercise, and the adoption of healthy lifestyles at home. The quality of mid-morning snacks and water consumption were observed in both groups pre- and post-intervention. Qualitative interviews documented children's subjective feelings following physical exercise. A significant improvement (p < 0.001) was observed in the mid-morning snacks composition and in water drinking habits in the intervention group; 80% of children offered a physiological explanation regarding energy expenditure processes following intense physical exercise. In conclusion, kindergarten interventions implemented by trained teachers can promote adoption of health behaviors necessary for obesity prevention.
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Affiliation(s)
- Ronit Jakobovich
- Department of Health Promotion, School of Public Health, Tel Aviv University, Tel Aviv 6209804, Israel
| | - Elliot M Berry
- Department of Human Nutrition and Metabolism, Braun School of Public Health, Hebrew University Hadassah Medical School, Jerusalem 9103102, Israel
| | - Asia Levita
- Faculty of Science and Technology Education, Technion, Haifa 3498838, Israel
| | - Diane Levin-Zamir
- School of Public Health, University of Haifa, Haifa 3498838, Israel
- Department of Health Education and Promotion, Clalit Health Services, School of Public Health, University of Haifa, Tel Aviv 6209804, Israel
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Otten C, Nash R, Patterson K. HealthLit4Kids: teacher experiences of health literacy professional development in an Australian primary school setting. Health Promot Int 2023; 38:daac053. [PMID: 35553656 PMCID: PMC10269120 DOI: 10.1093/heapro/daac053] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/15/2023] Open
Abstract
Health literacy (HL) is a critical asset for 21st century learners to possess given its positive impact on health outcomes and educational attainment. Concerningly, HL is an area that primary school teachers report having a lack of understanding, confidence, and ability to teach. The HealthLit4Kids initiative aimed to address this issue through a series of teacher professional development (PD) workshops. To evaluate how teachers experienced the PD, teacher evaluations collected at the completion of each of the workshops were analysed using a mixed methods approach. According to the teachers, the PD had improved their understanding of HL, including how to implement it into their practice. The study also found that the teachers perceived that collaborative practice was a key strength of the programme, and that at the end of the PD, teachers described valuing HL more in their practice. Teachers reported time as a major barrier to them implementing the professional learning and suggested further resources could help to mitigate this barrier. Additional research is required to help substantiate the claims made in this research. This study also highlights the critical need for additional HL resources for primary school teachers.
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Affiliation(s)
- Claire Otten
- School of Medicine, College of Health and Medicine, University of Tasmania, Private Bag 34, Medical Science 2 17 Liverpool Street, Hobart, TAS 7001, Australia
| | - Rose Nash
- School of Medicine, College of Health and Medicine, University of Tasmania, Private Bag 34, Medical Science 2 17 Liverpool Street, Hobart, TAS 7001, Australia
| | - Kira Patterson
- School of Education, College of Arts, Law, and Education, University of Tasmania, Locked Bag 1345, Launceston, TASMANIA 7250, Australia
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Wiedermann CJ, Barbieri V, Plagg B, Marino P, Piccoliori G, Engl A. Fortifying the Foundations: A Comprehensive Approach to Enhancing Mental Health Support in Educational Policies Amidst Crises. Healthcare (Basel) 2023; 11:healthcare11101423. [PMID: 37239709 DOI: 10.3390/healthcare11101423] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Revised: 05/11/2023] [Accepted: 05/12/2023] [Indexed: 05/28/2023] Open
Abstract
In recent times, global crises such as the COVID-19 pandemic, climate change, and geopolitical conflicts have significantly impacted pupils' mental health. This opinion article presents evidence-based recommendations to bolster mental health support within educational systems, aiming to alleviate the psychological burden faced by students during these challenging times. This article argues that a proactive, holistic approach to mental health is essential for building a resilient educational infrastructure. More than ever, we support the call for the integration of mental health education into the core curriculum, equipping students with vital coping skills and fostering emotional intelligence. Additionally, we emphasize the importance of training educators and staff to identify and address mental health issues. Furthermore, this article highlights the need for interdisciplinary collaboration involving general practitioners, mental health professionals, community organizations, and policymakers in crafting and implementing support strategies. Educational institutions can effectively leverage the expertise of diverse stakeholders to create targeted interventions by cultivating partnerships. Finally, the significance of continuously evaluating and refining mental health support policies to ensure their efficacy and adaptability in the face of evolving crises is emphasized. Through these comprehensive recommendations, this opinion article seeks to catalyze a transformation in educational policies, prioritize mental health support, and empower pupils to thrive during tumultuous times.
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Affiliation(s)
- Christian J Wiedermann
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
- Department of Public Health, Medical Decision Making and Health Technology Assessment, University of Health Sciences, Medical Informatics and Technology, 6060 Hall, Tyrol, Austria
| | - Verena Barbieri
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
| | - Barbara Plagg
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
- Faculty of Education, Free University of Bolzano, 39100 Bolzano, Italy
| | - Pasqualina Marino
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
| | - Giuliano Piccoliori
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
| | - Adolf Engl
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
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13
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Peralta LR, Cinelli RL, Marvell CL, Nash R. A teacher professional development programme to enhance students’ critical health literacy through school-based health and physical education programmes. Health Promot Int 2022; 37:6823572. [DOI: 10.1093/heapro/daac168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Summary
Health literacy is a critical asset for adolescents to develop given its positive impact on health outcomes. The few studies that have targeted teacher knowledge and attitudes show that teachers themselves find it difficult to: navigate the multi-modal nature of health information; critically evaluate the different modes and texts; and apply health-related information in a variety of contexts. This research study aimed to address this issue through developing and implementing a teacher professional development (PD) programme for three Australian secondary schools and nine Health and Physical Education (HPE) teachers to improve health literacy, particularly critical health literacy, content and pedagogies embedded in current HPE programmes. Fifteen HPE programmes were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: HPE outcomes and content, with this analysis informing a personalized PD programme. To evaluate how teachers experienced the personalized PD programme, interviews conducted at the completion of the PD programme were analysed using Braun and Clarke’s thematic approach. According to the teachers, the PD had improved their knowledge and understanding of the three levels of HL, including how to implement it into their practice. The personalized nature was a key strength of the PD programme as it allowed for changes to be made in a time-efficient manner, a known challenge for teachers. Teachers recommended the provision of additional resources that foster students’ critical health literacy levels and an additional session to ensure sustainable changes in planning and teaching practices.
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Affiliation(s)
- Louisa R Peralta
- Health and Physical Education, School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney , Sydney, NSW , Australia
| | - Renata L Cinelli
- Faculty of Education and Arts, Australian Catholic University , Strathfield, NSW , Australia
| | - Claire L Marvell
- Health and Physical Education, School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney , Sydney, NSW , Australia
| | - Rosie Nash
- Public Health, Tasmanian School of Medicine, University of Tasmania , Hobart, TAS , Australia
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Bechraki E, Mavrikaki E, Gialamas V, Galanaki E. Development and validation of an instrument for the health literacy assessment of secondary school students (HeLiASeSS). HEALTH EDUCATION 2022. [DOI: 10.1108/he-08-2021-0111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe development of health literacy skills is of paramount importance especially for students, as it is associated with their wellbeing and academic success. Assessing students' health literacy is necessary for its advancement. This study comes to fill the need for a valid multidimensional health literacy assessment instrument for secondary school students.Design/methodology/approachInitially, the authors defined the conceptual framework within which the items of this instrument were generated. Its final form was obtained through three pilot studies. A test-retest followed and, finally, a nationwide survey was conducted on Greek seventh-, ninth- and tenth-grade students (N = 2,800).FindingsA 37-item instrument, the Health Literacy Assessment for Secondary School Students (HeLiASeSS), was developed which includes the following nine dimensions/skills of health literacy: “access to”, “understand” and “evaluate” (health information), “functional communication”, “interactive communication” and “critical communication”, “relying on health information”, “self-efficacy regarding health matters” and “intention for active citizenship regarding health matters”. HeLiASeSS proved to have good stability (ICC = 0.943) and high internal consistency reliability (a = 0.903).Originality/valueHeLiASeSS offers the possibility of a reliable and valid assessment of secondary school students' health literacy skills providing a multidimensional evaluation of this construct and is expected to be useful in interventions aiming at promoting this type of literacy.
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Guo S, Yu X, Naccarella L, Armstrong R, Davis E. Health Literacy and Health-Related Quality of Life in Beijing Adolescents: A Path Analysis. Health Lit Res Pract 2022; 6:e300-e309. [PMID: 36475979 PMCID: PMC9726228 DOI: 10.3928/24748307-20221113-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Health literacy is a critical driver of achieving an equitable world for every child and adolescent. Although the relationship between health literacy and health-related quality of life (HRQoL) has been documented, little is known among adolescents. In addition, due to lack of theory-driven empirical research, it remains unknown about the full relationship between health literacy, its antecedents, and HRQoL. OBJECTIVE This study aimed to apply Manganello's framework to investigate how health literacy was associated with its antecedents and HRQoL in Beijing secondary students. METHODS A cross-sectional study was conducted with 650 students in years 7 to 9 from four secondary schools in Beijing. Based on Manganello's health literacy framework, a self-administered questionnaire was used to collect information on health literacy, its antecedents (i.e., sociodemographics, self-efficacy, social support, school and community environment), and HRQoL. The 8-item Health Literacy Assessment Tool was used to measure health literacy (score range 0-37), and the KIDSCREEN-10 was used to measure HRQoL (score range 10-50). Path analysis was conducted to examine the mediating role of health literacy in the relationship between its antecedents and HRQoL. KEY RESULTS Overall, the average score of students' health literacy and HRQoL was 26.37 (±5.89) and 37.49 (±5.78), respectively. Health literacy was positively correlated with HRQoL (r = 0.36, p < .01). In the final path model, health literacy was not associated with HRQoL. However, students' social support, school environment, and community environment were associated with HRQoL. Health literacy was affected by self-efficacy, social support, and school environment (all p < .05). CONCLUSIONS A range of intrapersonal, interpersonal, and environmental factors were associated with health literacy and HRQoL. A holistic approach is needed to improve health literacy and HRQoL through multilevel intervention strategies such as increasing personal self-efficacy, promoting social support, and creating positive environments. [HLRP: Health Literacy Research and Practice. 2022;6(4):e300-e309.] Plain Language Summary: We investigated how health literacy was related to its influencing factors and HRQoL among Beijing secondary students in years 7 to 9. Health literacy and HRQoL were independent outcomes affected by a range of social-ecological factors including self-efficacy, social support, and perceptions of school and community environments.
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Affiliation(s)
- Shuaijun Guo
- Address correspondence to Shuaijun Guo, PhD, Centre for Community Child Health, Murdoch Children's Research Institute, Royal Children's Hospital, Level 2 East Building, 50 Flemington Road, Parkville, Victoria, Australia, 3052;
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Preliminary Effectiveness of a Strategy to Promote Healthy Lifestyle Habits in Schoolchildren. CHILDREN 2022; 9:children9091402. [PMID: 36138711 PMCID: PMC9497957 DOI: 10.3390/children9091402] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 09/06/2022] [Accepted: 09/06/2022] [Indexed: 11/16/2022]
Abstract
Purpose: To measure the preliminary effectiveness of a strategy to promote healthy lifestyle habits in schoolchildren, aged 6 to 12 years, living in the Andean region of Colombia, 2018–2021. Design and Methods: This is a Nursing Methodological Research, developed in phases: (1) Context and schoolchildren characterization; (2) Strategy design guided by the Whittemore and Grey criteria and the Bronfenbrenner ecological conceptual model; (3) Strategy validation with 11 experts; (4) Trial to evaluate preliminary effectiveness. We applied the strategy in seven different schools with the educational community including 955 schoolchildren between 6 and 12 years of age, 551 parents, 130 teachers and 7 members of the food staff. Results: Our health promotion strategy “Prosalud” has five components: citizenship feeding and nutrition, physical activity, and rest; environment protection, and directing one’s own life. It includes all the participants of the educational community. Conclusions: According to experts, the health promotion strategy “Prosalud” is valid to help promoting healthy lifestyle habits among schoolchildren. This strategy demonstrates its preliminary effectiveness in a group of school children from 6 to 12 years of age, their parents, teachers, and school food staff, in the Andean region of Colombia.
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Loer AKM, Domanska OM, Stock C, Jordan S. Exploring pandemic-related health literacy among adolescents in Germany: a focus group study. Arch Public Health 2022; 80:182. [PMID: 35932058 PMCID: PMC9354333 DOI: 10.1186/s13690-022-00937-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 07/13/2022] [Indexed: 11/17/2022] Open
Abstract
Background Health literacy enables people to cope efficiently with health threats, such as the COVID-19 pandemic. However, little is known about health literacy among adolescents in general and especially in the context of pandemics. This study aimed to explore pandemic-related health literacy among adolescents by addressing cognitive, behavioral, conative, and affective components of the multidimensional health literacy construct. Methods Four online focus groups with 24 adolescents aged 13-17 years from four German federal states were conducted during the COVID-19 pandemic in May and June 2021. Data were analyzed using qualitative content analysis. Results Regarding the cognitive and behavioral components of pandemic-related health literacy, adolescents reported to use a broad range of traditional and digital media and personal information sources. The adolescents considered pandemic-related information to be good and easy to understand, when the information is presented in a concise and structured manner. The participants stated difficulties in finding, understanding, and evaluating pandemic-related information regarding particular protective measures. The adolescents described themselves to be critical when evaluating pandemic-related information and reported a high level of adherence to protective measures. Regarding the conative and affective components of health literacy, the adolescents explained that their wish to protect their loved ones from getting infected was the predominant motive for adherence to protective measures. They were convinced that people of their age play a role in pandemic containment. The adolescents reported sometimes making exceptions from adhering to protective measures to cope with negative feelings they experienced during the pandemic. Conclusions This study provides insights on how measures to improve pandemic-related health literacy among adolescents may be tailored to their needs. Prompt, concise, structured, and comprehensible preparation and communication of pandemic-related information in addition to educational efforts to strengthen health-related cognitive skills and critical health literacy may be supportive to reduce barriers in finding, understanding, and evaluating pandemic-related content. Supplementary Information The online version contains supplementary material available at 10.1186/s13690-022-00937-9.
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Guo S, Yu X, Davis E, Armstrong R, Naccarella L. Comparison of Health Literacy Assessment Tools among Beijing School-Aged Children. CHILDREN 2022; 9:children9081128. [PMID: 36010019 PMCID: PMC9406777 DOI: 10.3390/children9081128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/18/2022] [Accepted: 07/26/2022] [Indexed: 11/16/2022]
Abstract
Health literacy is a broad and multidimensional construct, making its measurement and conclusions inconsistent. This study aims to compare the patterning of health literacy using different assessment tools and examine their impact on children’s developmental outcomes. A cross-sectional study was conducted with 650 students in Years 7–9 from four secondary schools in Beijing. Health literacy was measured by the eight-item health literacy assessment tool (HLAT, score range 0–37), the six-item Newest Vital Sign (NVS, score range 0–6), and the 16-item Health Literacy Survey (HLS, score range 0–16). Based on Manganello’s health literacy framework, information on upstream factors (e.g., gender, ethnicity, socioeconomic status) and developmental outcomes (e.g., health-promoting behaviours, health service use, global health status) was collected. Overall, the average scores for health literacy were 26.34 ± 5.89, 3.64 ± 1.64, and 13.72 ± 2.94, respectively, for HLAT, NVS, and HLS. The distribution of health literacy varied by socio-demographics and individual characteristics except for gender, no matter which health literacy assessment tool was used. The magnitude of associations between health literacy, its upstream factors and developmental outcomes was greater when using three-domain instruments (HLAT and HLS) than using single-domain instruments (NVS). The approach to health literacy measurement will influence the conclusion. Using multidimensional assessment tools may better capture a child’s health literacy and contribute to the maximum efficiency and effectiveness of school-based health literacy interventions.
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Affiliation(s)
- Shuaijun Guo
- Centre for Community Child Health, Murdoch Children’s Research Institute, Royal Children’s Hospital, Melbourne, VIC 3052, Australia
- Melbourne School of Population and Global Health, University of Melbourne, Melbourne, VIC 3053, Australia; (E.D.); (R.A.); (L.N.)
- Department of Paediatrics, University of Melbourne, Melbourne, VIC 3052, Australia
- Correspondence: (S.G.); (X.Y.); Tel.: +61-452-110-331 (S.G.); +86-010-8280-2631 (X.Y.)
| | - Xiaoming Yu
- Institute of Child and Adolescent Health, School of Public Health, Peking University, Beijing 100191, China
- Correspondence: (S.G.); (X.Y.); Tel.: +61-452-110-331 (S.G.); +86-010-8280-2631 (X.Y.)
| | - Elise Davis
- Melbourne School of Population and Global Health, University of Melbourne, Melbourne, VIC 3053, Australia; (E.D.); (R.A.); (L.N.)
| | - Rebecca Armstrong
- Melbourne School of Population and Global Health, University of Melbourne, Melbourne, VIC 3053, Australia; (E.D.); (R.A.); (L.N.)
| | - Lucio Naccarella
- Melbourne School of Population and Global Health, University of Melbourne, Melbourne, VIC 3053, Australia; (E.D.); (R.A.); (L.N.)
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Hange N, Agoli AM, Pormento MKL, Sharma A, Somagutta MR, Paikkattil N, Jadhav A, Bethineedi D, Pisude P. Impact of COVID-19 response on public health literacy and communication. Health Promot Perspect 2022; 12:1-9. [PMID: 35854843 PMCID: PMC9277294 DOI: 10.34172/hpp.2022.01] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 03/06/2022] [Indexed: 11/21/2022] Open
Abstract
With unaddressed challenges of pandemic with re-emergence of coronavirus disease 2019 (COVID-19) waves, public health literacy and communication have proved to be a prerequisite for effective communication as part of the control strategy. Hence this article addressed the impact of COVID-19 response policies on public health literacy. Considering the rapid transmission of COVID-19, taking lives needs urgent attention from the population›s perspective to be more vigilant about health information and incorporate that into their daily routines. To be responsible and resilient globally, governments and states are formulating different health policies and related plans to prevent and control the spread of the pandemic. This article has recommended short-term measures, including smart focused IEC targeted on vaccination and motivational sessions for health care workers and front line workers. Targeted Long-term measures included healthcare system reforms inclusive of resources, workforce, capacity building with particular focus on lifestyle measures addressing non-communicable disease prevention.
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Affiliation(s)
- Namrata Hange
- Division of Research, Eurasian Cancer Research Council (ECRC), Chembur, Mumbai, Maharashtra, India
| | - Arjola Musta Agoli
- Tirana University of Medicine, Dept of Obstetrics & Gynecology, Rruga e Dibrës, Tirana, Albania
| | - Maria Kezia Lourdes Pormento
- Ateneo School of Medicine and Public Health, Don Eugenio Lopez Sr. Medical Complex, Ortigas Ave, Pasig, 1604 Metro Manila, Philippines
| | - Amrit Sharma
- Department of Community Health, Christian Medical College, Christian Medical College, Vellore, Tamil Nadu, India
| | - Manoj Reddy Somagutta
- Avalon University School of Medicine, 212 Churchill Hubbard Road Youngstown, OH, USA
| | | | - Amol Jadhav
- Medical Operations, JV Gokal Charity Trust, Kasturi Building, 2nd Floor, 171/172, J Tata Road, Mumbai, Maharashtra, India
| | - Deepak Bethineedi
- Andhra Medical College, Road King George Hospital, opp. Collector Office, Maharani Peta, Visakhapatnam, Andhra Pradesh 530002, India
| | - Pravin Pisude
- ESIC Medical College and Hospital and SS Hospital, Sanath Naga Sanath Nagar Hyderabad, Telangana, India
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Hoge A, Labeye M, Donneau AF, Nekoee HZ, Husson E, Guillaume M. Health Literacy and Its Associations with Understanding and Perception of Front-of-Package Nutrition Labels among Higher Education Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148751. [PMID: 35886603 PMCID: PMC9319699 DOI: 10.3390/ijerph19148751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 07/13/2022] [Accepted: 07/17/2022] [Indexed: 11/16/2022]
Abstract
(1) Background: Nutrition labels on the front of food packages have increasingly become the focus of research. However, too few studies have placed special emphasis on nutritionally at-risk subpopulations, such as young adults or those with low literacy/numeracy skills. The present study aimed to assess both the perception and objective understanding of three front-of-package labeling (FOPL) formats currently in use on the Belgian market, i.e., the Nutri-Score, Reference Intakes, and Multiple Traffic Lights, among students of varying health literacy (HL) levels. (2) Methods: A web-based survey was carried out among 2295 students of tertiary education in the province of Liège, Belgium. The questionnaire included questions related to general characteristics, objective understanding, and perception in response to the assigned FOPL format and level of HL. (3) Results: With respect to objective understanding, the Nutri-Score outperformed all other labels across all HL levels, and it was similarly understood in students of varying HL levels. Several students’ characteristics appeared to be associated with each cluster of perception, with the Nutri-Score cluster having the highest percentages of disadvantaged students, i.e., those with inadequate HL, from non-university institutions, with low self-estimated nutrition knowledge, and with low self-estimated diet quality. (4) Conclusion: Overall, the findings supported the Nutri-Score as particularly effective in guiding students in their food choices. Of particular importance is the fact that the summarized and graded color-coded nutritional label would be a useful strategy for those disadvantaged by limited HL.
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Affiliation(s)
- Axelle Hoge
- Department of Public Health, University of Liège, 4000 Liege, Belgium; (M.L.); (A.-F.D.); (H.Z.N.); (E.H.); (M.G.)
- Correspondence: ; Tel.: +32-43669298
| | - Mathilde Labeye
- Department of Public Health, University of Liège, 4000 Liege, Belgium; (M.L.); (A.-F.D.); (H.Z.N.); (E.H.); (M.G.)
| | - Anne-Françoise Donneau
- Department of Public Health, University of Liège, 4000 Liege, Belgium; (M.L.); (A.-F.D.); (H.Z.N.); (E.H.); (M.G.)
- Biostatistics and Research Method Center, University of Liège, University Hospital of Liège, 4000 Liege, Belgium
| | - Halehsadat Zahraei Nekoee
- Department of Public Health, University of Liège, 4000 Liege, Belgium; (M.L.); (A.-F.D.); (H.Z.N.); (E.H.); (M.G.)
- Biostatistics and Research Method Center, University of Liège, University Hospital of Liège, 4000 Liege, Belgium
| | - Eddy Husson
- Department of Public Health, University of Liège, 4000 Liege, Belgium; (M.L.); (A.-F.D.); (H.Z.N.); (E.H.); (M.G.)
- Biostatistics and Research Method Center, University of Liège, University Hospital of Liège, 4000 Liege, Belgium
| | - Michèle Guillaume
- Department of Public Health, University of Liège, 4000 Liege, Belgium; (M.L.); (A.-F.D.); (H.Z.N.); (E.H.); (M.G.)
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Gavurova B, Tarhanicova M. Young Adults and Sick Leave Length of Mental Illnesses. Front Public Health 2022; 10:882707. [PMID: 35769771 PMCID: PMC9234197 DOI: 10.3389/fpubh.2022.882707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 05/09/2022] [Indexed: 11/13/2022] Open
Abstract
ObjectivesThe objective was to explore whether a sick leave length related to mental morbidity differs across different occupational categories.MethodsIn the analysis, registry of sick leaves was analyzed. Provided analysis is focused on the length of sick leaves related to mental diseases caused by substance use or other factors. Dependent variable is the sick leave length, and the independent variables are the categories of disease and occupation. Kruskal–Wallis test, Shapiro–Wilk test, and Brown–Forsythe (B–F) are used.ResultsThere are differences in mental sick leave lengths caused by substance use or other factors. In the case of mental illnesses attributable to drugs, differences in the sick leave duration among different working groups were not found. Considering mental disorders caused by other factors, there are differences in the sick leave duration among different working groups.ConclusionsThere is no evidence of longer sick leave in people diagnosed with mental disorder related to substance use. Differences in occupational categories do not relate to sick leave length.
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Affiliation(s)
- Beata Gavurova
- Faculty of Management and Economics, Tomas Bata University in Zlín, Zlín, Czechia
- *Correspondence: Beata Gavurova
| | - Miriama Tarhanicova
- Faculty of Mining, Ecology, Process Control and Geotechnologies, Technical University of Košice, Košice, Slovakia
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22
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Using Co-Design to Develop a Health Literacy Intervention with Socially Disadvantaged Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19094965. [PMID: 35564357 PMCID: PMC9103747 DOI: 10.3390/ijerph19094965] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Revised: 04/11/2022] [Accepted: 04/16/2022] [Indexed: 11/19/2022]
Abstract
The aim of this study was to initiate a co-design process with adolescents to inform the development of a targeted health literacy intervention for implementation in designated socioeconomically disadvantaged post-primary schools in Ireland. Purposely developed vignettes were explored in a series of eight workshops that were conducted separately with staff (n = 26) and students (n = 33) across four schools. Data was analysed using content analysis. A number of key health topics were identified as important and influential for the participants in this context: food choices, mental health and wellbeing, physical activity and sedentary behaviour, sleep and substance misuse. Participants also suggested many health-related capacity building actions. Participants recognized that many of these health topics and capacity building actions were intertwined and also highlighted that some of these actions may be more feasible and/or impactful than others. For example, students and school staff both indicated the need to use relevant, applied and engaging approaches to improve health literacy and subsequent health behaviour. The co-design process adopted empowered stakeholders to actively engage in the design and development of future intervention strategies, which may increase the likelihood of acceptability, effectiveness and sustainability of the resulting intervention.
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Haugen ALH, Riiser K, Esser-Noethlichs M, Hatlevik OE. Developing Indicators to Measure Critical Health Literacy in the Context of Norwegian Lower Secondary Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19053116. [PMID: 35270807 PMCID: PMC8910382 DOI: 10.3390/ijerph19053116] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 03/02/2022] [Accepted: 03/03/2022] [Indexed: 01/27/2023]
Abstract
A critical health literacy (CHL) approach is recommended for promoting health in the school context. This construct is complex and includes three interconnected domains: (A) appraisal of critical information, (B) awareness of the social determinants of health (SDH), and (C) collective action to promote health and well-being. In recent literature reviews, no measurement instrument that covers all three domains of CHL in the school-context was found. Our aim was to develop self-reported measurement scales for each domain of CHL. The development process reported in this study was conducted in two stages. In the first stage, an initial item pool was generated based on literature reviews and focus group interviews (N = 15) with adolescents (steps 1–2). In the next steps, items were adjusted and removed based on the feedback from an expert panel and from representatives from the target group (steps 3–5). In stage two, we aimed to reduce the number of items and develop scales for each domain. We then piloted the current draft, which consists of 28 items (N = 114). A sub-sample (N = 10) of the participants were interviewed after they completed the survey to examine the instrument’s face validity. Cronbach’s α was used to assess the internal reliability of the scales; the reliability was promising for scales A (α = 0.83) and C (α = 0.85) but was below the recommended value for scale B (α = 0.61). The model fit indices were promising (TLIscaleA = 0.97, RSMEAscaleA = 0.055, TLIscaleB = 1.05, RMSEAscaleB = 0.00, TLIscaleC = 0.95, RMSEAscaleC = 0.074). The piloted version of scales A and C were positively correlated with subjective health literacy, health-related quality of life, and subjective health; however, we found no such correlations for scale B. The post-survey group interviews led to some adjustments in scales A and B. The revised version of CHLA-Q must be tested using a larger sample; this will enable more robust statistical testing of the properties of the items and the scale.
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Affiliation(s)
- Anders L. Hage Haugen
- Faculty of International Studies and Teacher Education, Oslo Metropolitan University, 0130 Oslo, Norway; (M.E.-N.); (O.E.H.)
- Correspondence: ; Tel.: +47-9588-0099
| | - Kirsti Riiser
- Faculty of Health Science, Oslo Metropolitan University, 0130 Oslo, Norway;
| | - Marc Esser-Noethlichs
- Faculty of International Studies and Teacher Education, Oslo Metropolitan University, 0130 Oslo, Norway; (M.E.-N.); (O.E.H.)
| | - Ove Edvard Hatlevik
- Faculty of International Studies and Teacher Education, Oslo Metropolitan University, 0130 Oslo, Norway; (M.E.-N.); (O.E.H.)
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Muscat DM, Gessler D, Ayre J, Norgaard O, Heuck IR, Haar S, Maindal HT. Seeking a deeper understanding of 'distributed health literacy': A systematic review. Health Expect 2022; 25:856-868. [PMID: 35178823 PMCID: PMC9122402 DOI: 10.1111/hex.13450] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 12/09/2021] [Accepted: 01/18/2022] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Previous research suggests that it would be useful to view health literacy as a set of 'distributed competencies', which can be found dispersed through the individual's social network, rather than an exclusively individual attribute. However, to date there is no focused exploration of how distributed health literacy has been defined, conceptualized or assessed in the peer-reviewed literature. AIMS This systematic review aimed to explore: (1) definitions and conceptual models of distributed health literacy that are available from the peer-reviewed literature; and (2) how distributed health literacy has been measured in empirical research. METHODS We searched MEDLINE, Embase, CINAHL, PsycInfo, Scopus, ERIC and Web of Science using truncated versions of the keywords 'literacy' and 'distributed' (within five words' distance). We collated the definitions and conceptual models of distributed health literacy, and report on how health literacy has been measured in empirical research studies. Findings related to distributed health literacy from included manuscripts were synthesized using thematic synthesis. RESULTS Of the 642 studies screened, 10 were included in this systematic review. The majority were empirical manuscripts reporting on qualitative research in one of five countries, with two reviews, one conceptual analysis and one quantitative study. Edwards' definition of distributed health literacy, which emphasizes the health literacy abilities, skills and practices of others that contribute to an individual's level of health literacy was widely applied in a variety of clinical and geographical settings. However, we did not identify any quantitative instruments which directly measured distributed health literacy. There was significant variability in questions used to explore the concept qualitatively, and discrepancies across studies in regard to (a) what constitutes distributed health literacy and what does not (e.g., general social support), and (b) the relationship between distributed health literacy and other constructs (e.g., public health literacy). CONCLUSION Although there is a widely applied definition of distributed health literacy, our review revealed that the research space would benefit from the development of the concept, both theoretically for example via conceptual distinctions between distributed health literacy and other types of social support, and empirically for example through the development of a quantitative measurement instrument. PATIENT OR PUBLIC CONTRIBUTION This paper is a systematic review and did not involve patients or the public.
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Affiliation(s)
- Danielle M Muscat
- Sydney Health Literacy Lab, Sydney School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Danielle Gessler
- School of Psychology, Faculty of Science, The University of Sydney, Sydney, Australia
| | - Julie Ayre
- Sydney Health Literacy Lab, Sydney School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Ole Norgaard
- Danish Diabetes Knowledge Center, Education, Copenhagen University Hospital, Steno Diabetes Center Copenhagen, Herlev, Denmark
| | - Iben R Heuck
- Department of Public Health, Aarhus University, Aarhus, Denmark
| | - Stefanie Haar
- Department of Public Health, Aarhus University, Aarhus, Denmark
| | - Helle T Maindal
- Department of Public Health, Aarhus University, Aarhus, Denmark.,Health Promotion Research, Copenhagen University Hospital, Steno Diabetes Center Copenhagen, Herlev, Denmark
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25
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Loer AKM, Domanska OM, Stock C, Jordan S. Correction: Loer et al. Subjective Generic Health Literacy and Its Associated Factors among Adolescents: Results of a Population-Based Online Survey in Germany. Int. J. Environ. Res. Public Health 2020, 17, 8682. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031848. [PMID: 35162933 PMCID: PMC8835594 DOI: 10.3390/ijerph19031848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 10/26/2021] [Indexed: 02/01/2023]
Affiliation(s)
- Anne-Kathrin M. Loer
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (S.J.)
- Correspondence:
| | - Olga M. Domanska
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (S.J.)
| | - Christiane Stock
- Institute of Health and Nursing Science, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Augustenburger Platz 1, 13353 Berlin, Germany;
| | - Susanne Jordan
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (S.J.)
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International Understandings of Health Literacy in Childhood and Adolescence—A Qualitative-Explorative Analysis of Global Expert Interviews. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031591. [PMID: 35162618 PMCID: PMC8834706 DOI: 10.3390/ijerph19031591] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 01/26/2022] [Accepted: 01/28/2022] [Indexed: 11/19/2022]
Abstract
(1) Background: With regard to children and adolescents, health literacy should only not be understood as an individual ability, but rather as dependent based on its contextual determinants. The study examines how experts define health literacy in childhood and adolescence and discusses whether they include these factors. (2) Methods: In 48 interviews with experts from 32 countries, specific questions for defining health literacy in childhood and adolescence were analyzed. Data analysis was conducted according to the summary of the qualitative content analysis. Main categories and subcategories were developed exploratively and inductively. (3) Results: No expert had an official definition of health literacy in childhood or adolescence. There were more experts who located health literacy only at the individual level alone than those who located it at both the individual and contextual levels. On the individual level, there was a focus on information processing, knowledge, behavior, and skills. At the contextual level, system responsibility, the ability of others, and relationship between age and development were the main points. (4) Conclusions: To develop an adequate method of dealing with health literacy in the target group, there must be a target group-specific consideration of the dependencies, ages, and developmental stages of that group. While this is considered as consensus in scientific discourse, it has seemingly not yet been adopted in development-related policies internationally.
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Sekine S, Kobayashi K, Ochiai R, Higaki T. Content validity of the Japanese version of the health literacy and resiliency scale for youth with chronic illness. Front Pediatr 2022; 10:978079. [PMID: 36479281 PMCID: PMC9720298 DOI: 10.3389/fped.2022.978079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 11/03/2022] [Indexed: 11/22/2022] Open
Abstract
Health literacy, which is the ability to find, understand, and use information as well as services to make informed health-related decisions and actions, is essential for ensuring that youths with chronic diseases adapt to and live with their illnesses. However, in Japan, an appropriate approach for measuring health literacy levels among children is yet to be developed. The Health Literacy and Resiliency Scale for Youth (HLRS-Y) was developed by Kathy Bradley-Klug and her colleagues to assess health literacy, resiliency, and self-advocacy/support among youths aged between 13 and 21 years with chronic illnesses in the United States of America (United States). In this study, we aimed to develop a Japanese version of the HLRS-Y and evaluate its content validity. After receiving approvals from the original authors, four nurse researchers with expertise in pediatric nursing translated the scale into Japanese (forward translation). Afterwards, the appropriateness of each expression was examined by a pediatrician. Next, an English native speaker translated the expressions into English (back-translation). We reported the back-translated version of the scale to the original authors to confirm its accuracy. The scale's content validity index (CVI) was evaluated by health professionals working in the fields of pediatric, transitional, and adult health care. The participants rated the items using a four-point scale. Each item was evaluated for a minimum item-level content validity index (I-CVI) value of 0.78. The scale's total and subscale validities were evaluated using a minimum scale-level content validity index based on an average (S-CVI/Ave) value of 0.90. Eleven participants responded to an online survey for evaluating content validity. Of the 36 items, 34 met the I-CVI criteria. Two items did not exceed the criteria's value, but they approximated it. The values of the S-CVI/Ave were 0.96, thereby satisfying the criteria's requirements. Based on the results, it was confirmed that the Japanese version of the HLRS-Y had good content validity. Future studies should examine the factor validity, known group validity, and reliability of this scale.
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Affiliation(s)
- Saya Sekine
- Department of Child Health Nursing, Graduate School of Nursing Sciences, St. Luke's International University, Tokyo, Japan
| | - Kyoko Kobayashi
- Department of Child Health Nursing, Graduate School of Nursing Sciences, St. Luke's International University, Tokyo, Japan
| | - Ryota Ochiai
- Department of Nursing, School of Medicine, Yokohama City University, Yokohama, Japan
| | - Takashi Higaki
- Department of Regional Pediatrics and Perinatology Center for Transition to Adult Congenital Health Disease, Graduate School of Medicine, Ehime University, Ehime, Japan
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Temizkan E, Köse B, Şahin S. Subjective health and associative social factors in emerging adults with different levels of participation limitations—A cross-sectional study. Br J Occup Ther 2021. [DOI: 10.1177/03080226211049985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background Participation was shown to be associative with subjective health (SH) in many different populations, including emerging adults. Objectives This study aimed to investigate SH and associative variables in emerging adults with different levels of participation limitations. Methods Healthy university students who were between 18–25 years of age were included. SH was assessed with the visual analog scale. The participants were grouped based on P-Scale. Multiple linear regressions were conducted to determine the associative variables of SH for each P-Scale group. Results A total of 572 participants were included. General health-related quality of life was associated with SH in all P-Scale groups. Other prominent findings of this study showed perception of health, income, and lifestyle were among the most significant associative variables of SH. Conclusion Variables associated with emerging adults’ SH change with their participation restrictions. Therefore, different approaches are needed to improve the subjectively perceived health status of emerging adults.
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Affiliation(s)
- Ege Temizkan
- Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Barkın Köse
- Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Sedef Şahin
- Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
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Kelly RK, Nash R. Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review. THE JOURNAL OF SCHOOL HEALTH 2021; 91:660-669. [PMID: 34137459 DOI: 10.1111/josh.13053] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2020] [Revised: 01/25/2021] [Accepted: 01/27/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Childhood is a critical period for developing food-related skills and knowledge, known as food literacy (FL). Schools may be an important setting for interventions aiming to improve FL in children. This systematic scoping review aimed to characterize food literacy interventions in elementary schools. METHODS Databases (PubMed, Web of Science, and EBSCO) were searched for FL interventions in elementary schools (students aged 4-12 years). Studies were assessed according to design, duration, theoretical underpinning, and ascertainment of FL outcome(s). Interventions were assessed according to FL competencies (functional, interactive, and critical). RESULTS After exclusions, 116 studies were eligible for review, including 105 original interventions. Interventions ranged from 45 minutes to 4 years. Social cognitive theory was the most referenced theory and common interventions included; classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies measured FL outcomes quantitatively (96%, N = 111). All studies addressed functional FL (N = 116), while 77% (N = 89) addressed interactive FL and 28% (N = 32) addressed critical FL. CONCLUSIONS This first international review of FL programs in elementary schools found great heterogeneity in school-based FL intervention design and measurement of FL. Few interventions addressed critical FL, which should be a focus for future interventions.
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Affiliation(s)
- Rebecca K Kelly
- Academic associate, Medical officer, DPhil candidate, , Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia
| | - Rosie Nash
- Lecturer in Public Health, Pharmacist, , Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia
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Xie W, Ji M, Liu Y, Hao T, Chow CY. Predicting Writing Styles of Web-Based Materials for Children's Health Education Using the Selection of Semantic Features: Machine Learning Approach. JMIR Med Inform 2021; 9:e30115. [PMID: 34292167 PMCID: PMC8367110 DOI: 10.2196/30115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 05/22/2021] [Accepted: 06/15/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Medical writing styles can have an impact on the understandability of health educational resources. Amid current web-based health information research, there is a dearth of research-based evidence that demonstrates what constitutes the best practice of the development of web-based health resources on children's health promotion and education. OBJECTIVE Using authoritative and highly influential web-based children's health educational resources from the Nemours Foundation, the largest not-for-profit organization promoting children's health and well-being, we aimed to develop machine learning algorithms to discriminate and predict the writing styles of health educational resources on children versus adult health promotion using a variety of health educational resources aimed at the general public. METHODS The selection of natural language features as predicator variables of algorithms went through initial automatic feature selection using ridge classifier, support vector machine, extreme gradient boost tree, and recursive feature elimination followed by revision by education experts. We compared algorithms using the automatically selected (n=19) and linguistically enhanced (n=20) feature sets, using the initial feature set (n=115) as the baseline. RESULTS Using five-fold cross-validation, compared with the baseline (115 features), the Gaussian Naive Bayes model (20 features) achieved statistically higher mean sensitivity (P=.02; 95% CI -0.016 to 0.1929), mean specificity (P=.02; 95% CI -0.016 to 0.199), mean area under the receiver operating characteristic curve (P=.02; 95% CI -0.007 to 0.140), and mean macro F1 (P=.006; 95% CI 0.016-0.167). The statistically improved performance of the final model (20 features) is in contrast to the statistically insignificant changes between the original feature set (n=115) and the automatically selected features (n=19): mean sensitivity (P=.13; 95% CI -0.1699 to 0.0681), mean specificity (P=.10; 95% CI -0.1389 to 0.4017), mean area under the receiver operating characteristic curve (P=.008; 95% CI 0.0059-0.1126), and mean macro F1 (P=.98; 95% CI -0.0555 to 0.0548). This demonstrates the importance and effectiveness of combining automatic feature selection and expert-based linguistic revision to develop the most effective machine learning algorithms from high-dimensional data sets. CONCLUSIONS We developed new evaluation tools for the discrimination and prediction of writing styles of web-based health resources for children's health education and promotion among parents and caregivers of children. User-adaptive automatic assessment of web-based health content holds great promise for distant and remote health education among young readers. Our study leveraged the precision and adaptability of machine learning algorithms and insights from health linguistics to help advance this significant yet understudied area of research.
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Affiliation(s)
- Wenxiu Xie
- Department of Computer Science, City University of Hong Kong, Hong Kong, China (Hong Kong)
| | - Meng Ji
- School of Languages and Cultures, The University of Sydney, Sydney, Australia
| | - Yanmeng Liu
- School of Languages and Cultures, The University of Sydney, Sydney, Australia
| | - Tianyong Hao
- School of Computer Science, South China Normal University, Guangzhou, China
| | - Chi-Yin Chow
- Department of Computer Science, City University of Hong Kong, Hong Kong, China (Hong Kong)
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Parental Self-Efficacy to Promote Children's Healthy Lifestyles: A Pilot and Feasibility Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094794. [PMID: 33946225 PMCID: PMC8125552 DOI: 10.3390/ijerph18094794] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 04/17/2021] [Accepted: 04/27/2021] [Indexed: 11/17/2022]
Abstract
Positive parenting programs are a key strategy to promote the development of parental competence. We designed a pilot study based on parental self-efficacy to promote healthy lifestyles in their children aged between 2 to 5 years old. In this pilot study, we aimed to assess the effects of a parenting program on parental self-efficacy and parenting styles. Twenty-five parents were allocated into intervention (N = 15) and control group (N = 10). Parents from the intervention group received four group sessions (120 mi per session) to develop a positive parenting, parenting styles and parenting skills regarding to children’s diet, exercise, and screen time, and two additional sessions about child development and family games. Parents from the control group received these two latter sessions. Parental self-efficacy, parenting styles, and meal-related parenting practices were measured before and after the intervention and at 3-month follow-up. Acceptability and feasibility of the program was also measured. Quantitative data were analyzed using the repeat measures ANOVA and ANCOVA tests and the effect size calculation. Content analysis was used to analyse open questions. Positive trends were found regarding parental self-efficacy and the use of authoritative parenting style. Parents also reported a great acceptability of the program getting high satisfaction. According to the feasibility barriers and facilitators aspects were identified. The positive trends founded in this study support the development of parenting programs to promote healthy lifestyle in children.
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Brandes M, Muellmann S, Allweiss T, Bauer U, Bethmann A, Forberger S, Frense J, Gelius P, Pfeifer K, Okan O, Renner B, Schupp H, Wright M, Zeeb H. [Evidence-based primary prevention and health promotion: methods and procedures in 5 research consortia]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2021; 64:581-589. [PMID: 33835197 PMCID: PMC8033542 DOI: 10.1007/s00103-021-03322-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Accepted: 03/29/2021] [Indexed: 11/24/2022]
Abstract
Von 2014 bis 2022 erforschen die 5 deutschen Forschungsverbünde AEQUIPA, CAPITAL4HEALTH, HLCA, PartKommPlus und SMARTACT Themen der Primärprävention und Gesundheitsförderung mit dem Ziel, die Evidenzgrundlagen in diesen Bereichen weiterzuentwickeln. In diesem Beitrag wird die Arbeit der 5 Forschungsverbünde für Primärprävention und Gesundheitsförderung unter dem Aspekt der Evidenzbasierung aus der internen Perspektive vorgestellt, analysiert und diskutiert. Als orientierender Rahmen dient ein Modell der evidenzbasierten Public Health. Die 5 Forschungsverbünde nutzen für die Evidenzgenerierung vielfältige Zugangswege bzgl. der Beteiligung nichtakademischer, zivilgesellschaftlicher Akteur*innen und Nutzer*innen. Es finden sich vielfältige Studiendesigns, die von randomisiert kontrollierten Studien und systematischen Reviews zu diversen qualitativen Designs reichen. Die Nutzung von Modellen und Theorien unterstützt die Evidenzbasierung. Über die Evidenzentwicklung hinaus legen alle Verbünde einen Schwerpunkt auf die zumindest exemplarische Implementierung des neuen Wissens. Durch die Methodenvielfalt kann eine breit gefächerte Evidenzbasierung unter Berücksichtigung verbundspezifischer Aspekte realisiert werden. Grenzen für eine weitere systematische Stärkung der Evidenzbasierung liegen in strukturellen Rahmenbedingungen. Insbesondere die Einbindung von nichtakademischen, zivilgesellschaftlichen Akteur*innen und Nutzer*innen für die Arbeit mit schwer erreichbaren Zielgruppen kann oft nicht ausfinanziert bzw. zeitlich berücksichtigt werden. Die COVID-19-Pandemie verdeutlicht die Wichtigkeit eines flexiblen Methodenspektrums, in dem ein sinnvolles Zusammenspiel von digitalen und analogen Methoden anzustreben ist.
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Affiliation(s)
- Mirko Brandes
- Abteilung Prävention und Evaluation, Leibniz-Institut für Präventionsforschung und Epidemiologie - BIPS, Achterstr. 30, 28359, Bremen, Deutschland
| | - Saskia Muellmann
- Abteilung Prävention und Evaluation, Leibniz-Institut für Präventionsforschung und Epidemiologie - BIPS, Achterstr. 30, 28359, Bremen, Deutschland
| | - Theresa Allweiss
- Katholische Hochschule für Sozialwesen Berlin, Berlin, Deutschland
| | - Ulrich Bauer
- Fakultät für Erziehungswissenschaft, Zentrum für Prävention und Intervention im Kindes- und Jugendalter (ZPI), Interdisziplinäres Zentrum für Gesundheitskompetenzforschung (IZGK), Universität Bielefeld, Bielefeld, Deutschland
| | - Andreas Bethmann
- Katholische Hochschule für Sozialwesen Berlin, Berlin, Deutschland
| | - Sarah Forberger
- Abteilung Prävention und Evaluation, Leibniz-Institut für Präventionsforschung und Epidemiologie - BIPS, Achterstr. 30, 28359, Bremen, Deutschland
| | - Jennifer Frense
- Abteilung Prävention und Evaluation, Leibniz-Institut für Präventionsforschung und Epidemiologie - BIPS, Achterstr. 30, 28359, Bremen, Deutschland
| | - Peter Gelius
- Department für Sportwissenschaft und Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Deutschland
| | - Klaus Pfeifer
- Department für Sportwissenschaft und Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Deutschland
| | - Orkan Okan
- Fakultät für Erziehungswissenschaft, Zentrum für Prävention und Intervention im Kindes- und Jugendalter (ZPI), Interdisziplinäres Zentrum für Gesundheitskompetenzforschung (IZGK), Universität Bielefeld, Bielefeld, Deutschland
| | - Britta Renner
- Fachbereich Psychologie, Universität Konstanz, Konstanz, Deutschland
| | - Harald Schupp
- Fachbereich Psychologie, Universität Konstanz, Konstanz, Deutschland
| | - Michael Wright
- Katholische Hochschule für Sozialwesen Berlin, Berlin, Deutschland
| | - Hajo Zeeb
- Abteilung Prävention und Evaluation, Leibniz-Institut für Präventionsforschung und Epidemiologie - BIPS, Achterstr. 30, 28359, Bremen, Deutschland. .,Wissenschaftsschwerpunkt Gesundheitswissenschaften, Universität Bremen, Bremen, Deutschland.
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Korkmaz Aslan G, Kartal A, Turan T, Taşdemir Yiğitoğlu G, Kocakabak C. Association of electronic health literacy with health-promoting behaviours in adolescents. Int J Nurs Pract 2021; 27:e12921. [PMID: 33615625 DOI: 10.1111/ijn.12921] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 12/15/2020] [Accepted: 12/31/2020] [Indexed: 11/30/2022]
Abstract
AIM This study aimed to determine the electronic health (e-health) literacy level of high school students and its relationship with their health-promoting behaviours. METHODS This was a cross-sectional study conducted between April and May 2018. The study sample consisted of 409 students, who were aged between 14 and 19 years old, in three high schools located in the city centre of Denizli. Multiple regression analyses were performed to examine the predictive variables for six dimensions of health-promoting behaviours. RESULTS In this study, the mean (SD) e-health literacy score of 27.89 (6.19) was slightly above moderate level. e-Health literacy was found to significantly predict all six dimensions of health-promoting behaviours positively, that is, e-health literacy was determined to predict the dimensions of nutritional behaviours (β = 0.64, P < 0.001), life appreciation (β = 0.55, P < 0.001), social support (β = 0.72, P < 0.001), exercise (β = 0.36, P < 0.001), stress management (β = -0.22, P < 0.001) and health responsibility (β = 0.68, P < 0.001). CONCLUSION With e-health literacy significantly predictive of health-promoting behaviours, nurses are recommended to consider the e-health literacy levels of adolescents in the health-promoting programs they design.
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Affiliation(s)
| | - Asiye Kartal
- Faculty of Health Sciences, Pamukkale University, Denizli, Turkey
| | - Türkan Turan
- Faculty of Health Sciences, Pamukkale University, Denizli, Turkey
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Loer AKM, Domanska OM, Stock C, Jordan S. Subjective Generic Health Literacy and Its Associated Factors among Adolescents: Results of a Population-Based Online Survey in Germany. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17228682. [PMID: 33238456 PMCID: PMC7709029 DOI: 10.3390/ijerph17228682] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 10/31/2020] [Accepted: 11/17/2020] [Indexed: 01/01/2023]
Abstract
Profound data on adolescent health literacy are needed as a requirement for the development of health literacy promoting interventions. This paper aims to study the level of generic health literacy among adolescents and to explore associations between health literacy and socio-demographic (age, sex, family affluence, migration background), social (social support by family and friends) and personal (self-efficacy) factors. We conducted a representative cross-sectional online survey. Four health literacy dimensions were captured among 14–17 years old adolescents living in Germany (n = 1235) with the “Measurement of Health Literacy Among Adolescents-Questionnaire” (MOHLAA-Q). Descriptive, bivariate and multiple logistic regression analyses were used to analyse the data (n = 1202). We found poor health literacy levels—to varying degrees—in all examined health literacy dimensions: dealing with health-related information (8.41% with many difficulties), health-related communication skills (28.13% with low skills), attitudes toward one’s own health and health information (8.81% with passive attitudes) and health-related knowledge (22.73% with low levels). We identified significant associations between poor health literacy levels and all factors studied except for age. Our results indicate a need for the implementation of evidence-based health literacy-related promoting interventions, preferentially in education and training institutions.
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Affiliation(s)
- Anne-Kathrin M. Loer
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (S.J.)
- Correspondence:
| | - Olga M. Domanska
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (S.J.)
| | - Christiane Stock
- Institute of Health and Nursing Science, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Augustenburger Platz 1, 13353 Berlin, Germany;
| | - Susanne Jordan
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (S.J.)
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Guo S, Yu X, Okan O. Moving Health Literacy Research and Practice towards a Vision of Equity, Precision and Transparency. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E7650. [PMID: 33092206 PMCID: PMC7589069 DOI: 10.3390/ijerph17207650] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 10/15/2020] [Accepted: 10/16/2020] [Indexed: 02/06/2023]
Abstract
Over the past two decades, health literacy research has gained increasing attention in global health initiatives to reduce health disparities. While it is well-documented that health literacy is associated with health outcomes, most findings are generated from cross-sectional data. Along with the increasing importance of health literacy in policy, there is a lack of specificity and transparency about how to improve health literacy in practice. In this study, we are calling for a shift of current research paradigms from judging health literacy levels towards observing how health literacy skills are developed over the life course and practised in the real world. This includes using a life-course approach, integrating the rationale of precision public health, applying open science practice, and promoting actionable knowledge translation strategies. We show how a greater appreciation for these paradigms promises to advance health literacy research and practice towards an equitable, precise, transparent, and actionable vision.
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Affiliation(s)
- Shuaijun Guo
- Centre for Community Child Health, Murdoch Children’s Research Institute, Royal Children’s Hospital, Melbourne, VIC 3052, Australia
- Department of Pediatrics, University of Melbourne, Melbourne, VIC 3010, Australia
| | - Xiaoming Yu
- Institute of Child and Adolescent Health, School of Public Health, Peking University, Beijing 100191, China;
| | - Orkan Okan
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Faculty of Educational Science, Bielefeld University, 33615 Bielefeld, Germany;
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Domanska OM, Bollweg TM, Loer AK, Holmberg C, Schenk L, Jordan S. Development and Psychometric Properties of a Questionnaire Assessing Self-Reported Generic Health Literacy in Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E2860. [PMID: 32326285 PMCID: PMC7216216 DOI: 10.3390/ijerph17082860] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 04/16/2020] [Accepted: 04/17/2020] [Indexed: 02/04/2023]
Abstract
Health literacy is a promising approach to promoting health and preventing disease among children and adolescents. Promoting health literacy in early stages of life could contribute to reducing health inequalities. However, it is difficult to identify concrete needs for action as there are few age-adjusted measures to assess generic health literacy in young people. Our aim was to develop a multidimensional measure of health literacy in German to assess generic health literacy among 14- to 17-year-old adolescents, namely, the "Measurement of Health Literacy Among Adolescents Questionnaire" (MOHLAA-Q). The development process included two stages. Stage 1 comprised the development and validation using a literature review, two rounds of cognitive interviews, two focus groups and two rounds of expert assessments by health literacy experts. Stage 2 included a standard pretest (n = 625) of the questionnaire draft to examine the psychometric properties, reliability and different validity aspects. The MOHLAA-Q consists of 29 items in four scales: (A) "Dealing with health-related information (HLS-EU-Q12-adolescents-DE)"; (B) "Communication and interaction skills", (C) "Attitudes toward one's own health and health information", and (D) "Health-related knowledge". The confirmatory factor analysis indicated a multidimensional structure of the MOHLAA-Q. The internal consistency coefficients (Cronbach's α) of the scales varied from 0.54 to 0.77. The development of the MOHLAA-Q constitutes a significant step towards the comprehensive measurement of adolescents' health literacy. However, further research is necessary to re-examine its structural validity and to improve the internal consistency of two scales.
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Affiliation(s)
- Olga Maria Domanska
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, 12101 Berlin, Germany; (A.-K.L.); (S.J.)
| | - Torsten Michael Bollweg
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Faculty of Educational Science, Bielefeld University, 33615 Bielefeld, Germany;
| | - Anne-Kathrin Loer
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, 12101 Berlin, Germany; (A.-K.L.); (S.J.)
| | - Christine Holmberg
- Institute of Social Medicine and Epidemiology, Brandenburg Medical School Theodor Fontane, 14770 Brandenburg an der Havel, Germany;
| | - Liane Schenk
- Institute of Medical Sociology and Rehabilitation Science, Charité – Universitätsmedizin Berlin, 10117 Berlin, Germany;
| | - Susanne Jordan
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, 12101 Berlin, Germany; (A.-K.L.); (S.J.)
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Health Literacy among Health and Social Care University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17072273. [PMID: 32230985 PMCID: PMC7177671 DOI: 10.3390/ijerph17072273] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Revised: 03/03/2020] [Accepted: 03/25/2020] [Indexed: 11/18/2022]
Abstract
Health literacy has been defined by the World Health Organization as the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health. Its importance in reducing inequalities makes health literacy a thematic area that should be addressed in the training of professionals in the fields of healthcare, Social Work and Education. The objective of this study was to define the health literacy levels of students from the Universities of Girona and Barcelona (Spain) and the Regional Institute of Social Work in Perpignan (France). A cross-sectional study was conducted among students of Nursing, Social Work, Primary Education and Special Education in the 2017–2018 academic year. Sociodemographic and academic variables were considered and the HLS-EU-Q16 questionnaire was used to study health literacy levels. In total, 219 students with an average age of 24.9 participated. Of these, 64.4% were studying Social Work, 23.7% Nursing, 5.9% Primary Education, and 5.9% Special Education. Of the total sample, 36.5% were classified as sufficient in health literacy. The total average score of the health literacy index was 11.1; 13.2 among Nursing students; 10.5 among Social Work students; 10.1 among Primary Education students, and 10.1 among Special Education students (p < 0.001). Nursing students obtained the best results and healthcare was the highest rated subdomain, more than disease prevention and health promotion.
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Loer AKM, Domanska OM, Kuhnert R, Houben R, Albrecht S, Jordan S. Online Survey for the Assessment of Generic Health Literacy among Adolescents in Germany (GeKoJu): Study Protocol. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E1518. [PMID: 32120870 PMCID: PMC7084343 DOI: 10.3390/ijerph17051518] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 02/21/2020] [Accepted: 02/24/2020] [Indexed: 12/13/2022]
Abstract
The promotion of health literacy at a young age can protect, maintain and improve health across the life course. Yet to date, a sound data basis on adolescent health literacy as a requirement for the development of strategies to promote health literacy has not been given. This paper presents a study protocol for the online survey "Health Literacy Among Adolescents" (GeKoJu) that collects the first nation-wide representative data on self-reported generic health among adolescents aged 14-17 years in Germany. The objectives of the survey are (1) to assess the distribution of generic health literacy among adolescents in Germany, (2) to identify socio-demographic and social factors in regard to health literacy and (3) to assess the association of health literacy and health-related outcomes. The cross-sectional survey was conducted from September 2019 through December 2019. A two-stage stratified cluster sampling strategy was applied. Individuals invited to participate in the survey (N = 6608) were randomly selected among German-speaking adolescents aged 14-17 years, with permanent residence in Germany. Generic health literacy is measured with the "Measurement of Health Literacy Among Adolescents-Questionnaire" (MOHLAA-Q). Data collection also covers questions on health behavior, subjective health status, personal and social resources, socio-demographic and social factors and health services use. Results of the GeKoJu survey will provide data for the development of strategies to promote generic health literacy among families, in schools, communities and health care.
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Affiliation(s)
- Anne-Kathrin M. Loer
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, General-Pape-Str. 62-66, 12101 Berlin, Germany; (O.M.D.); (R.K.); (R.H.); (S.A.); (S.J.)
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Bröder J, Okan O, Bollweg TM, Bruland D, Pinheiro P, Bauer U. Child and Youth Health Literacy: A Conceptual Analysis and Proposed Target-Group-Centred Definition. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16183417. [PMID: 31540040 PMCID: PMC6765952 DOI: 10.3390/ijerph16183417] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/29/2019] [Revised: 09/09/2019] [Accepted: 09/11/2019] [Indexed: 11/24/2022]
Abstract
(1) Background: This article adopts an interdisciplinary perspective to analyse, examine, and reflect upon prominent health literacy (HL) understandings in childhood and youth. (2) Method: The conceptual analysis combined Rodgers’ and Jabareen’s approaches to conceptual analysis in eight phases. (3) Results: First, we present exploratory entry points for developing a child-specific HL understanding based on the six dimensions of a ‘health-literacy 6D model’. Second, we describe and reflect upon five meta-level dimensions covering the HL definitions and models for children and youth found in the conceptual analysis. Third, we integrate our findings into a target-group-centred HL definition for children and youth. (4) Discussion/Conclusion: This article raises awareness for the heterogeneity of the current conceptual HL debate. It offers a multidisciplinary approach for advancing the existing understanding of HL. Four recommendations for future actions are deduced from the following four principles, which are inherent to the proposed target-group-centred HL definition: (a) to characterize HL from an asset-based perspective, (b) to consider HL as socially embedded and distributed, (c) to recognize that HL develops both in phases and in flexible ways, and (d) to consider the multimodal nature of health-related information. Further research is necessary to test the feasibility and applicability of the proposed definition and conceptual understanding in both research and practice.
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Affiliation(s)
- Janine Bröder
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany.
| | - Orkan Okan
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany.
| | - Torsten M Bollweg
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany.
| | - Dirk Bruland
- Institute for Education and Care research in the health sector (InBVG), University of Applied Sciences Bielefeld, 33619 Bielefeld, Germany.
| | - Paulo Pinheiro
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany.
| | - Ullrich Bauer
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany.
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