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Jackson SR, Yu P, Armany D, Occhipinti S, Chambers S, Leslie S, Patel MI. eHealth literacy in prostate cancer: A systematic review. Patient Educ Couns 2024; 123:108193. [PMID: 38354430 DOI: 10.1016/j.pec.2024.108193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 02/01/2024] [Accepted: 02/05/2024] [Indexed: 02/16/2024]
Abstract
OBJECTIVE This systematic review (PROSPERO ID: CRD42022226375) aimed to identify the eHealth literacy of men with prostate cancer, and their caregivers. METHODS 8 databases (MEDLINE, SCOPUS, EMBASE, Web Of Science, PsycINFO, ERIC, CINAHL, Cochrane CENTRAL) and grey literature sources (e.g. Google Scholar) were searched from inception to December 2023. Articles were included if assessing eHealth/digital literacy of men with prostate cancer, or their carers', and health outcome associations. Formats such as case reports, and review papers were excluded. Records and full texts underwent independent screening and data extraction. Author disagreements were resolved by discussion. The Mixed Methods Appraisal Tool (MMAT) was used to appraise included literature, with narrative synthesis of results. RESULTS 21,581 records were retrieved, with 7 articles satisfying inclusion criteria. A heterogenous field was characterised with lack of modern eHealth literacy measurement tools identified. Results suggest novice eHealth literacy using web 1.0 technologies. Non-validated measures of literacy demonstrate mixed results, while health outcome effects limited in scope and reliability. CONCLUSION Prostate cancer survivors' eHealth literacy levels is likely novice, and requires further investigation. PRACTICE IMPLICATIONS Digital technologies/resources implemented as part of patient communication practices should be vetted for quality, and tailored to patients' eHealth literacy abilities and/or needs.
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Affiliation(s)
| | - Paul Yu
- Department of Urology Westmead Hospital, University of Sydney, Cnr Hawkesbury Road and, Darcy Rd, Westmead, Sydney, NSW 2145, Australia
| | - David Armany
- Department of Urology Westmead Hospital, University of Sydney, Cnr Hawkesbury Road and, Darcy Rd, Westmead, Sydney, NSW 2145, Australia
| | - Stefano Occhipinti
- School of Applied Psychology, Griffith University, Mt Gravatt, Brisbane, QLD 4122, Australia; Department of English and Communication, International Research Centre for the Advancement of Health Communication, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
| | - Suzanne Chambers
- Faculty of Health Sciences, Australian Catholic University, 40 Edward St, North Sydney, Sydney, NSW 2060, Australia; Faculty of Health, University of Technology, 15 Broadway, Ultimo, Sydney, NSW 2007, Australia; St Vincent's Health Network, 390 Victoria St, Darlinghurst, Sydney, NSW 2010, Australia
| | - Scott Leslie
- RPA Institute of Academic Surgery, Royal Prince Alfred Hospital, 145 Missenden Rd, Camperdown, Sydney, NSW 2050, Australia; Faculty of Health and Medicine, University of Sydney, Camperdown, Sydney, NSW 2006, Australia
| | - Manish I Patel
- Department of Urology Westmead Hospital, University of Sydney, Cnr Hawkesbury Road and, Darcy Rd, Westmead, Sydney, NSW 2145, Australia
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Lu Q, Link E, Baumann E, Schulz PJ. Linking patient-centered communication with cancer information avoidance: The mediating roles of patient trust and literacy. Patient Educ Couns 2024; 123:108230. [PMID: 38484597 DOI: 10.1016/j.pec.2024.108230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 12/16/2023] [Accepted: 02/26/2024] [Indexed: 04/07/2024]
Abstract
OBJECTIVES This study, drawing on the pathway mediation model developed by Street and his colleagues (2009) that links communication to health outcomes, explores how patient-centered communication affects cancer information avoidance. METHODS Data was gathered through online access panel surveys, utilizing stratified sampling across Germany, Switzerland, the Netherlands, and Austria. The final sample included 4910 non-cancer and 414 cancer patients, all receiving healthcare from clinicians within the past year. RESULTS The results demonstrated that patient-centered communication is directly associated with reduced cancer information avoidance, especially among cancer patients. Additionally, this association is indirectly mediated through patient trust and healthcare literacy. CONCLUSION The findings provide empirical evidence that reveals the underlying mechanism linking clinician-patient communication to patient health information behavior. PRACTICE IMPLICATIONS The potential of clinician-patient communication in addressing health information avoidance is highlighted by these findings. Future interventions in healthcare settings should consider adopting patient-centered communication strategies. Additionally, improving patient trust and literacy levels could be effective in reducing cancer information avoidance.
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Affiliation(s)
- Qianfeng Lu
- Faculty of Communication, Culture and Society, Università della Svizzera italiana (USI), Lugano, Switzerland.
| | - Elena Link
- Department of Communication, University of Mainz, Germany.
| | - Eva Baumann
- Institute of Journalism and Communication Research, University of Music, Drama and Media Hannover, Germany.
| | - Peter J Schulz
- Faculty of Communication, Culture and Society, Università della Svizzera italiana (USI), Lugano, Switzerland; Department of Communication & Media, Ewha Womans University, Seoul, South Korea.
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Fekih-Romdhane F, Alhuwailah A, Shuwiekh HAM, Stambouli M, Hakiri A, Cheour M, Loch AA, Hallit S. Development and initial validation of the cannabis-related psychosis risk literacy scale (CPRL): a multinational psychometric study. BMC Psychiatry 2024; 24:298. [PMID: 38641784 PMCID: PMC11027227 DOI: 10.1186/s12888-024-05727-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 03/27/2024] [Indexed: 04/21/2024] Open
Abstract
BACKGROUND Public education efforts to address and reduce potential harms from cannabis use in Arab countries are either slow or inexistent, and do not follow the steadily increasing trends of cannabis use in Arab youth. Several decades of research on substance use, it can be suggested that being aware of, and knowing about, psychosis risk related to cannabis can at least limit the consumption of the substance. Motivated by a lack of measures specifically designed to measure literacy about cannabis-related psychosis risk in younger populations, and based on an extensive literature review, we aimed to create and validate a new self-report scale to assess the construct, the Cannabis-related Psychosis Risk Literacy Scale (CPRL), in the Arabic language. METHOD A cross-sectional study was carried-out during the period from September 2022 to June 2023, enrolling 1855 university students (mean age of 23.26 ± 4.96, 75.6% females) from three Arab countries (Egypt, Kuwait and Tunisia). RESULTS Starting from an initial pool of 20 items, both Exploratory Factor Analysis and Confirmatory Factor Analysis suggested that the remaining 8 items loaded into a single factor. The scale demonstrated good internal consistency, with both McDonald omega and Cronbach's alpha values exceeding 0.7 (omega = 0.85 / alpha = 0.85). The CPRL showed measurement invariance across gender and country at the configural, metric, and scalar levels. Concurrent validity of the CPRL was established by correlations with less favourable attitudes towards cannabis (r = -.14; p <.001). In addition, higher literacy levels were found in students who never used cannabis compared to lifetime users (4.18 ± 1.55 vs. 3.44 ± 1.20, t(1853) = 8.152, p <.001). CONCLUSION The newly developed CPRL scale offers a valid and reliable instrument for assessing and better understanding literacy about cannabis-related psychosis risk among Arabic-speaking young adults. We believe that this new scale is suitable as a screening tool of literacy, as an instrument for measuring the effect of public education interventions aimed at promoting cannabis-related psychosis risk literacy among young people, and as a research tool to facilitate future studies on the topic with a wider application.
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Affiliation(s)
- Feten Fekih-Romdhane
- Faculty of Medicine of Tunis, Tunis Al Manar University, Tunis, Tunisia.
- The Tunisian Center of Early Intervention in Psychosis, Department of Psychiatry Ibn Omrane, Razi Hospital, Tunis, Tunisia.
| | | | | | - Manel Stambouli
- Faculty of Medicine of Tunis, Tunis Al Manar University, Tunis, Tunisia
| | - Abir Hakiri
- Faculty of Medicine of Tunis, Tunis Al Manar University, Tunis, Tunisia
| | - Majda Cheour
- Faculty of Medicine of Tunis, Tunis Al Manar University, Tunis, Tunisia
- The Tunisian Center of Early Intervention in Psychosis, Department of Psychiatry Ibn Omrane, Razi Hospital, Tunis, Tunisia
| | - Alexandre Andrade Loch
- Laboratorio de Neurociencias (LIM 27), Instituto de Psiquiatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, SP, BR, Brazil
- Instituto Nacional de Biomarcadores em Neuropsiquiatria (INBION), Conselho Nacional de Desenvolvimento Cientifico e Tecnológico, Sao Paulo, Brazil
| | - Souheil Hallit
- Psychology Department, College of Humanities, Effat University, 21478, Jeddah, Saudi Arabia.
- Applied Science Research Center, Applied Science Private University, Amman, Jordan.
- School of Medicine and Medical Sciences, Souheil Hallit, Holy Spirit University of Kaslik, Jounieh, P.O. Box 446, Lebanon.
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Keles A, Kose M, Somun UF, Culpan M, Yaksi N, Yıldırım A. Impact of health and digital health literacy on quality of life following radical prostatectomy for prostate cancer: prospective single-center cohort study. World J Urol 2024; 42:241. [PMID: 38632212 PMCID: PMC11024042 DOI: 10.1007/s00345-024-04960-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 03/25/2024] [Indexed: 04/19/2024] Open
Abstract
PURPOSE The importance of health literacy (HL) and digital health literacy (e-HL) in promoting healthy behavior and informed decision making is becoming increasingly apparent. This study aimed to assess the effects of HL and e-HL on the quality of life (QoL) of men who underwent radical prostatectomy (RP) for localized prostate cancer. MATERIALS AND METHODS This prospective observational study included 104 patients who underwent RP for localized prostate cancer. HL and e-HL were evaluated using the validated eHealth Literacy Scale and European Health Literacy Survey Questionnaire Short Form before RP. We evaluated patients' physical, psychological, social, and global QoL using the validated EORTC QLQ-C30 8 weeks after RP. The exclusion criterion was any difficulties in language and comprehension. We employed one-way ANOVA to compare continuous variables across groups in univariate analysis and used MANOVA for exploring relationships among multiple continuous variables and groups in the multivariate analysis. RESULTS Multivariate analyses showed that poorer e-HL and HL were associated with being older (p = 0.019), having less education (p < 0.001), and not having access to the internet (p < 0.001). Logistic regression analysis revealed significant associations between improved e-HL (p = 0.043) and HL (p = 0.023), better global health status, and higher emotional functioning (p = 0.011). However, the symptom scales did not differ significantly between the e-HL and HL groups. CONCLUSION Our study showed a positive association between self-reported HL/e-HL and QoL, marking the first report on the impact of HL/e-HL on the QoL in men who underwent RP for clinically localized prostate cancer.
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Affiliation(s)
- Ahmet Keles
- Department of Urology, School of Medicine, Istanbul Medeniyet University, Istanbul, Turkey.
| | - Muhammed Kose
- Department of Urology, School of Medicine, Istanbul Medeniyet University, Istanbul, Turkey
| | - Umit Furkan Somun
- Department of Urology, School of Medicine, Istanbul Medeniyet University, Istanbul, Turkey
| | - Meftun Culpan
- Department of Urology, School of Medicine, Istanbul Medeniyet University, Istanbul, Turkey
| | - Nese Yaksi
- Department of Public Health, School of Medicine, University of Amasya, Amasya, Turkey
| | - Asıf Yıldırım
- Department of Urology, School of Medicine, Istanbul Medeniyet University, Istanbul, Turkey
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Loh L, Prem-Senthil M, Constable PA. A systematic review of the impact of childhood vision impairment on reading and literacy in education. J Optom 2024; 17:100495. [PMID: 37918059 PMCID: PMC10641537 DOI: 10.1016/j.optom.2023.100495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 09/14/2023] [Accepted: 09/14/2023] [Indexed: 11/04/2023]
Abstract
PURPOSE This systematic review evaluates current literature on the impact vision impairment has on reading and literacy levels within education. METHODS Six databases were searched with inclusion criteria of trials or studies involving children who are blind or vision impaired, and impact on academic or school performance - including reading and literacy. 1262 articles were identified, with 61 papers undergoing full screening. Quality appraisal was performed using Critical Appraisal Skills Program (CASP) and seven articles deemed eligible for inclusion. RESULTS Included articles achieved a quality score of over 70 % using the CASP checklists. Direct comparison of articles was not possible due to methodological differences in assessing reading and literacy levels. All seven studies investigated aspects of reading speed, with additional measures of reading performance, such as reading reserve, comprehension, and reading accuracy. DISCUSSION Underlying trends highlighted students with a vision impairment do not perform at same level as their normally sighted peers with respect to reading performance - in terms of speed, but not ability. Additionally, early intervention to enhance literacy skills may help improve educational outcomes. Future direction should be aimed at identifying specific obstacles to learning these students face and providing interventions to improve academic outcomes.
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Affiliation(s)
- Lynne Loh
- College of Nursing and Health Sciences, Caring Futures Institute, Flinders University, Adelaide, Australia.
| | - Mallika Prem-Senthil
- College of Nursing and Health Sciences, Caring Futures Institute, Flinders University, Adelaide, Australia
| | - Paul A Constable
- College of Nursing and Health Sciences, Caring Futures Institute, Flinders University, Adelaide, Australia
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Huettig F, Hulstijn J. The Enhanced Literate Mind Hypothesis. Top Cogn Sci 2024. [PMID: 38554287 DOI: 10.1111/tops.12731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 03/10/2024] [Accepted: 03/19/2024] [Indexed: 04/01/2024]
Abstract
In the present paper, we describe the Enhanced Literate Mind (ELM) hypothesis. As individuals learn to read and write, they are, from then on, exposed to extensive written-language input and become literate. We propose that acquisition and proficient processing of written language ("literacy") leads to, both, increased language knowledge as well as enhanced language and nonlanguage (perceptual and cognitive) skills. We also suggest that all neurotypical native language users, including illiterate, low literate, and high literate individuals, share a Basic Language Cognition (BLC) in the domain of oral informal language. Finally, we discuss the possibility that the acquisition of ELM leads to some degree of "knowledge parallelism" between BLC and ELM in literate language users, which has implications for empirical research on individual and situational differences in spoken language processing.
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Affiliation(s)
- Falk Huettig
- Max Planck Institute for Psycholinguistics
- Center for Cognitive Science, University of Kaiserslautern-Landau
- Faculty of Psychology, University of Lisbon
| | - Jan Hulstijn
- Amsterdam Center for Language and Communication, University of Amsterdam
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Terzi H, Ayaz-Alkaya S, Köse-Kabakcıoğlu N. Nomophobia and eHealth literacy among adolescents: A cross-sectional study. J Pediatr Nurs 2024; 75:158-163. [PMID: 38159481 DOI: 10.1016/j.pedn.2023.12.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 12/23/2023] [Accepted: 12/23/2023] [Indexed: 01/03/2024]
Abstract
PURPOSE This study was conducted to determine adolescents' nomophobia behaviors, eHealth literacy levels, and their predictive factors. DESIGN AND METHODS A cross-sectional design was used. The population consisted of ninth, 10th, and 11th-grade adolescents (aged 14-17) in a high school in Turkiye (N = 1013). The study was completed with 719 voluntary adolescents. A questionnaire, the eHealth Literacy Scale, and the Nomophobia Questionnaire were used to collect data. Multiple linear regression was run for data analysis. RESULTS Of the adolescents, 44.9% were found to have moderate, and 14.8% had severe nomophobia behaviors. Adolescents who were girls, the ninth and 10th graders, who used smartphone two hours or more daily, social media users, who watched videos on the smartphone and surfed on the Internet had higher nomophobia behaviors. Adolescents who were boys, who searched for health information online, found health information on the Internet helpful, and found accessing health resources on the Internet important had higher eHealth literacy levels. CONCLUSION Adolescents should be educated about rational smartphone and Internet usage to comprehend the accuracy of health-related information. PRACTICE IMPLICATIONS School nurses could design activities to increase eHealth literacy to encourage adolescents. Nurses could help proactively prepare nomophobia severity map and an eHealth literacy enhancement curriculum for adolescents to form functional preventive interventions. Nurse leaders can contribute to developing policies and strategies to prevent nomophobia behaviors among adolescents.
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Affiliation(s)
- Handan Terzi
- Ankara Medipol University, Faculty of Health Sciences, Ankara, Turkiye
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Yoon J, Chun J, Bhang SY. Internet Gaming Disorder and Mental Health Literacy: A Latent Profile Analysis of Korean Adolescents. Psychiatry Investig 2024; 21:300-310. [PMID: 38569588 PMCID: PMC10990622 DOI: 10.30773/pi.2023.0303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Revised: 12/14/2023] [Accepted: 01/14/2024] [Indexed: 04/05/2024] Open
Abstract
OBJECTIVE This study identified latent subtypes of mental health literacy (MHL) for Internet gaming disorder (IGD) and explored their characteristics and differences in various factors in adolescents. METHODS This study analyzed secondary data from the 2019 Youth Smart Digital Media Survey and included data from 1,936 middle and high school students (14-18 years old). Thirteen items of the MHL questionnaire were used for latent profile analysis. We compared the characteristics and predictors of the identified types using various statistical analyses, including one-way ANOVA, chi-square test, and multinomial logistic regression. RESULTS We identified three subtypes of MHL for IGD in adolescents: "low perception-prefer informal resources," "moderate perception-preferred resources unclear," and "high perception-prefer professional resources." Subtypes showed significant differences in sex, age, family affluence, e-learning time during weekdays, mental health risks, level of problematic smartphone use, and IGD. All variables except IGD predicted one or more latent types. CONCLUSION Practical interventions are required to improve IGD MHL, including customized prevention based on the differences between the three types.
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Affiliation(s)
- Jiyoung Yoon
- Department of Social Welfare, Ewha Womans University, Seoul, Republic of Korea
| | - JongSerl Chun
- Department of Social Welfare, Ewha Womans University, Seoul, Republic of Korea
| | - Soo-Young Bhang
- Department of Psychiatry, Nowon Eulji University Hospital, Eulji University School of Medicine, Seoul, Republic of Korea
- Nowon Community Addiction Management Center, Seoul, Republic of Korea
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Misunas C, Soler-Hampejsek E, Kangwana B, Haberland NA. Do adolescent girls' education and friendships have independent effects on early pregnancy? Results of a mediation analysis from a longitudinal cohort study in Nairobi, Kenya. SSM Popul Health 2024; 25:101618. [PMID: 38426033 PMCID: PMC10901828 DOI: 10.1016/j.ssmph.2024.101618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 01/16/2024] [Accepted: 01/30/2024] [Indexed: 03/02/2024] Open
Abstract
Background Few studies have examined whether the effect of education on pregnancy and childbearing is due to the academic skills acquired or the social environment that schooling provides. This paper explores whether adolescent girls' learning skills, school enrollment, grade attainment, and friendships affect risk of pregnancy, and whether friendships mediate the relationship between education and pregnancy. Methods We draw on three waves of longitudinal data on adolescent girls aged 11-15 in Kibera, an informal settlement in Nairobi, Kenya between years 2015-2019. We use fixed effects regression models to estimate effects of girls' learning skills, school attendance, grade attainment, and friendships on their probability of experiencing a pregnancy. We conduct mediation analyses to assess whether friendships mediate the relationship between education and pregnancy. Results By round one (2015), 0.1 % of girls reported having experienced a pregnancy; by round three (2019), 6.3 %. Even after adjusting for friendships, we find that attending school decreases probability of pregnancy by nine percentage points; an additional year of schooling decreases probability of pregnancy by three percentage points; and a one standard deviation increase in numeracy decreases probability of pregnancy by one percentage point. Having any male friends who do not attend school increases girls' probability of experiencing a pregnancy by four percentage points; this association remains after adjusting for girls' education. However, out-of-school girls are far more likely to report out-of-school male friends. We find no evidence that other types of friendships affect girls' probability of becoming pregnant. Conclusion We find significant protective effects of school attendance, higher grade attainment and numeracy skills on girls' pregnancy, and that having close friendships with out-of-school males increases girls' probability of pregnancy. We did not find evidence of meaningful mediation, suggesting that the protective effects of school attendance and learning remain regardless of any risk they may face from their friendships.
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Matos L, Morgado I, Santos L, Camisa R, Benvindo P, Pereira P. A targeted survey on teachers' perception of training/education for blood donation in high school students: An invited case report for enhancing and retention of dedicated donors in Portugal. Transfus Apher Sci 2024; 63:103876. [PMID: 38310032 DOI: 10.1016/j.transci.2024.103876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2024]
Abstract
Promoting blood donation requires understanding and identifying the factors that motivate donations so that strategies for retaining and increasing loyalty can be developed. Transfusion literacy can be improved through school-based teaching and information about giving and solidarity to promote the development of future donors. For the purpose of aligning any strategies and motivational dynamics that promote adherence to informed donation and loyalty among students in the municipality of Coimbra. This study was undertaken to assess the perception of secondary school teachers regarding the students' knowledge of blood donation. A survey was conducted among teachers from seven public schools in Coimbra with regard to the 3rd and Secondary cycles. Based on the data, people give blood for a feeling of personal satisfaction and peer influence, as well as for the satisfaction of helping others. Blood donation should be made a focal point of relevance and interest in the school community, by implementing programs, projects, and dissemination actions targeting this target group. We are extremely glad and most enthusiastic to be invited to share our study through what's happening with the readers globally.
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Affiliation(s)
- Lídia Matos
- Coimbra Blood and Transplantation Center, Portuguese Institute of Blood and Transplantation, Portugal.
| | - Irene Morgado
- Coimbra Blood and Transplantation Center, Portuguese Institute of Blood and Transplantation, Portugal
| | - Luís Santos
- Coimbra Blood and Transplantation Center, Portuguese Institute of Blood and Transplantation, Portugal
| | - Rui Camisa
- Coimbra Blood and Transplantation Center, Portuguese Institute of Blood and Transplantation, Portugal
| | - Paulo Benvindo
- Portuguese Institute of Blood and Transplantation, Portugal
| | - Paulo Pereira
- R&D Department, Portuguese Institute of Blood and Transplantation, Portugal
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Andreou G, Argatzopoulou A. A systematic review on the use of technology to enhance the academic achievements of children with attention deficit hyperactivity disorder in language learning. Res Dev Disabil 2024; 145:104666. [PMID: 38237288 DOI: 10.1016/j.ridd.2023.104666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Revised: 11/08/2023] [Accepted: 12/22/2023] [Indexed: 01/28/2024]
Abstract
This review investigates the use of technology for children and adolescents with Attention Deficit Hyperactivity Disorder and their academic achievements in language learning, as well as their attitudes towards technology use. The goal is to integrate this information in order to learn how technology is provided to this population regarding first and second language learning, and also how effective and appropriate its use is and how it is perceived by stakeholders in the learning process. A systematic review was conducted, and after the final screening process, 15 studies were analysed, the majority of which were about first language learning (n = 11). Most studies found that technology use has a positive impact on students' language skills and that students tend to find it more motivating and engaging. While these technologies seem to be promising tools for improving skills, further studies must be conducted, especially in the field of second language learning.
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Affiliation(s)
- Georgia Andreou
- Department of Special Education, University of Thessaly, Greece
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Rapp DN, Withall MM. Confidence as a metacognitive contributor to and consequence of misinformation experiences. Curr Opin Psychol 2024; 55:101735. [PMID: 38041918 DOI: 10.1016/j.copsyc.2023.101735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Revised: 11/03/2023] [Accepted: 11/10/2023] [Indexed: 12/04/2023]
Abstract
Exposures to inaccurate information can lead people to become confused about what is true, to doubt their understandings, and to rely on the ideas later. Recent work has begun to investigate the role of metacognition in these effects. We review research foregrounding confidence as an exemplar metacognitive contributor to misinformation experiences. Miscalibrations between confidence about what one knows, and the actual knowledge one possesses, can help explain why people might hold fast to misinformed beliefs even in the face of counterevidence. Miscalibrations can also emerge after brief exposures to new misinformation, allowing even obvious inaccuracies to influence subsequent performance. Evidence additionally suggests confidence may present a useful target for intervention, helping to encourage careful evaluation under the right conditions.
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Affiliation(s)
- David N Rapp
- Department of Psychology, Northwestern University, Evanston, IL, USA; School of Education and Social Policy, Northwestern University, Evanston, IL, USA.
| | - Mandy M Withall
- Department of Psychology, Northwestern University, Evanston, IL, USA
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13
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Atta-Doku JF, Abekah-Nkrumah G, Nkrumah J, Adoma PO. Literacy-related factors and knowledge of patient rights charter: evidence from nurses in selected hospitals in Ghana. BMC Nurs 2024; 23:60. [PMID: 38254146 PMCID: PMC10801987 DOI: 10.1186/s12912-024-01739-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Accepted: 01/16/2024] [Indexed: 01/24/2024] Open
Abstract
BACKGROUND Systems of across the world have developed and implemented patient rights policies to protect and improve the provider-patient relationship. The Patient Charter of Ghana was developed in 2002 to improve service quality and protect patients' rights. However, it is not yet known whether those at the frontline of healthcare delivery can read and understand the contents of the charter. While studies have explored the socioeconomic and institutional level factors related to awareness and knowledge of the Patient Rights Charter, there is a lack of literature on its readability and comprehensibility among nurses. This study assesses nurses' knowledge of the Patient Rights Charter and associated literacy-related factors. METHOD An exploratory cross-sectional design and quantitative methods were used to collect data on knowledge, comprehension, and readability of the Patient Rights Charter. 205 nurses from four district hospitals in the Central Region were recruited using proportional and total enumeration sampling. Data were collected using structured questionnaires and were processed using SPSS (version 26) and an online text readability consensus calculator (version 2.0). Descriptive and inferential statistical analyses were performed, and data were presented using simple frequencies, readability statistics, and regression output. RESULTS The results show the charter is written at a higher reading grade level; Flesch-Kincaid Grade Level (13.36), Simple Measure of Gobbledygook (11.57), and Coleman-Liau Readability Index (14.2). The average reading grade level score was 14. The Gunning Fox Index (15.40) and the Flesch Reading Ease Score (34%) show the patient charter is difficult to read and will require at least 14 years of education to be able to read. 87.3% of nurses were able to read and comprehend the charter. Very few (8.3%) read at frustration level. Nurses' actual comprehension of the charter was the only significant predictor of knowledge of the charter. CONCLUSION Comprehension of the patient charter is an important predictor of its knowledge. The results emphasize the need to enhance the readability and comprehensibility of the charter for providers. Hospitals can stimulate nurses' knowledge of the charter by simplifying the charter's language and deliberately educating nurses on its content.
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Affiliation(s)
- John Foster Atta-Doku
- Faculty of Health, Allied Sciences and Home Economics Education, Department of Health Administration and Education, University of Education Winneba, Central Region, West Africa, P. O. Box, 25, Winneba, Ghana.
| | - Gordon Abekah-Nkrumah
- Business School, Department of Health Services Management, University of Ghana, Greater Accra Region, West Africa, P. O. Box, 75, Accra-Legon, Ghana
| | - Jacqueline Nkrumah
- Faculty of Health, Allied Sciences and Home Economics Education, Department of Health Administration and Education, University of Education Winneba, Central Region, West Africa, P. O. Box, 25, Winneba, Ghana
| | - Prince Owusu Adoma
- Faculty of Health, Allied Sciences and Home Economics Education, Department of Health Administration and Education, University of Education Winneba, Central Region, West Africa, P. O. Box, 25, Winneba, Ghana
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AlAteeq D, Almajed E, AlZabin A, AlOtaibi A, Salamah RB, AlDhafyan S, AlMutiri WA, AlHarbi A, AlQntash N, AlTamimi R, AlRasheed R, Fayed A. Validity and reliability of the Arabic version of the population postpartum depression literacy scale (PoDLiS): a web-based survey in Saudi Arabia. BMC Pregnancy Childbirth 2024; 24:40. [PMID: 38184534 PMCID: PMC10770988 DOI: 10.1186/s12884-024-06245-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 01/01/2024] [Indexed: 01/08/2024] Open
Abstract
BACKGROUND Proper knowledge about postpartum depression (PPD) will help recognize symptoms and encourage women to seek the needed professional help. Until now, there has been a scarcity of research on the literacy level of PPD among the Saudi population and the factors affecting it. This study translated the Postpartum Depression Literacy Scale (PoDLiS) into Arabic and evaluated its psychometric properties. Furthermore, the Saudi population's mental health literacy for PPD and the factors associated with it were examined as a secondary objective. METHODS This cross-sectional study involved 2,336 participants selected via convenience sampling from all over Saudi Arabia, all of whom willingly agreed to participate. Data collection was done through an online questionnaire using Google Forms, covering sociodemographic characteristics and the Arabic PoDLiS. RESULTS The Arabic version of PoDLiS showed acceptable goodness-of-fit between the observed data and the resulting six-factor solution, RMSEA = 0.049, 90% confidence interval RMSEA (0.010-0.050), pCLOSE = 0.742, CFI = 0.962, TLI = 0.940, χ2(270) = 1576.12, p-value = 0.742. The total Cronbach's alpha (α) of the PoDLiS showed acceptable internal consistency, measuring at 0.742. High literacy was seen in married and young participants with a postgraduate degree and sufficient household income who have known someone with PPD. Significantly lower literacy was seen in male, non-Saudi participants and those residing in the central and northern regions of Saudi Arabia. CONCLUSIONS The Arabic version of the PoDLiS showed good psychometric properties, and it can be used to assess PPD literacy among perinatal women and to examine the impact of PPD awareness programs. Despite reporting relatively good PPD literacy in the Saudi population, there is a persistent gap in participants' beliefs about available professional help and the attitudes that facilitate recognizing PPD. Our findings highlight the importance of implementing public education campaigns to improve overall knowledge about PPD and promote prevention, early recognition, and treatment of PPD.
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Affiliation(s)
- Deemah AlAteeq
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia.
| | - Ebtesam Almajed
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Alya AlZabin
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Aisha AlOtaibi
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Rawan Bin Salamah
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Shahad AlDhafyan
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Wijdan A AlMutiri
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Asma AlHarbi
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Norah AlQntash
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Reem AlTamimi
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Raghad AlRasheed
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
| | - Amel Fayed
- Internal Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
- Family and Community Medicine Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 16711, Saudi Arabia
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15
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Melamed TC, Chalamalasetty P, Ralph YK, Berinhout K, Maguire MJ. The power of the written word: Comparing word meaning inferencing from auditory and written modalities throughout grade school. J Exp Child Psychol 2024; 237:105755. [PMID: 37572384 DOI: 10.1016/j.jecp.2023.105755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 07/18/2023] [Accepted: 07/18/2023] [Indexed: 08/14/2023]
Abstract
Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality. A total of 89 children aged 8-15 years were randomly assigned to either read or listen to a narrative that included eight novel words, with five exposures to each novel word. They then completed three posttests to assess word meaning inferencing. Children across all ages performed better in the written modality. Vocabulary was the only significant predictor of success on the word inferencing task. Results indicate support for written stimuli as the most effective modality for novel word meaning deduction. Our findings suggest that the presence of orthographic information facilitates novel word learning even for early, less proficient readers.
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Affiliation(s)
- Tina C Melamed
- Department of Rehabilitation Sciences, University of Texas at Tyler, Tyler, TX 757099, USA.
| | - Prasanth Chalamalasetty
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
| | - Yvonne K Ralph
- College of Education and Psychology, University of Texas at Tyler, Tyler, TX 75799, USA
| | - Kate Berinhout
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
| | - Mandy J Maguire
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
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16
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Kim TW. Application of artificial intelligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: a narrative review. J Educ Eval Health Prof 2023; 20:38. [PMID: 38148495 DOI: 10.3352/jeehp.2023.20.38] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2023] [Accepted: 12/26/2023] [Indexed: 12/28/2023]
Abstract
This study aims to explore ChatGPT’s (GPT-3.5 version) functionalities, including reinforcement learning, diverse applications, and limitations. ChatGPT is an artificial intelligence (AI) chatbot powered by OpenAI’s Generative Pre-trained Transformer (GPT) model. The chatbot’s applications span education, programming, content generation, and more, demonstrating its versatility. ChatGPT can improve education by creating assignments and offering personalized feedback, as shown by its notable performance in medical exams and the United States Medical Licensing Exam. However, concerns include plagiarism, reliability, and educational disparities. It aids in various research tasks, from design to writing, and has shown proficiency in summarizing and suggesting titles. Its use in scientific writing and language translation is promising, but professional oversight is needed for accuracy and originality. It assists in programming tasks like writing code, debugging, and guiding installation and updates. It offers diverse applications, from cheering up individuals to generating creative content like essays, news articles, and business plans. Unlike search engines, ChatGPT provides interactive, generative responses and understands context, making it more akin to human conversation, in contrast to conventional search engines’ keyword-based, non-interactive nature. ChatGPT has limitations, such as potential bias, dependence on outdated data, and revenue generation challenges. Nonetheless, ChatGPT is considered to be a transformative AI tool poised to redefine the future of generative technology. In conclusion, advancements in AI, such as ChatGPT, are altering how knowledge is acquired and applied, marking a shift from search engines to creativity engines. This transformation highlights the increasing importance of AI literacy and the ability to effectively utilize AI in various domains of life.
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Affiliation(s)
- Tae Won Kim
- AI‧Future Strategy Center, National Information Society Agency of Korea, Daegu, Korea
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17
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Greer RC, Kanthawang N, Roest J, Perrone C, Wangrangsimakul T, Parker M, Kelley M, Cheah PY. The challenges and potential solutions of achieving meaningful consent amongst research participants in northern Thailand: a qualitative study. BMC Med Ethics 2023; 24:111. [PMID: 38115021 PMCID: PMC10729394 DOI: 10.1186/s12910-023-00991-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 11/25/2023] [Indexed: 12/21/2023] Open
Abstract
BACKGROUND Achieving meaningful consent can be challenging, particularly in contexts of diminished literacy, yet is a vital part of participant protection in global health research. METHOD We explored the challenges and potential solutions of achieving meaningful consent through a qualitative study in a predominantly hill tribe ethnic minority population in northern Thailand, a culturally distinctive population with low literacy. Semi-structured interviews were conducted with 37 respondents who had participated in scrub typhus clinical research, their family members, researchers and other key informants. A thematic analysis was conducted. RESULTS Our analysis identified four interrelated themes surrounding participants' ability to give consent: varying degrees of research understanding, limitations of using informal translators, issues impacting decisions to join research, and voluntariness of consent. Suggestions for achieving more meaningful consent included the use of formal translators and community engagement with research populations. CONCLUSIONS Participant's agency in decision making to join research should be supported, but research information needs to be communicated to potential participants in a way that they can understand. We found that improved understanding about the study and its potential benefits and harms goes beyond literacy or translation and requires attention to social and cultural factors.
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Affiliation(s)
- Rachel C Greer
- Mahidol Oxford Tropical Medicine Research Unit, Faculty of Tropical Medicine, Mahidol University, Bangkok, Thailand.
| | - Nipaphan Kanthawang
- Mahidol Oxford Tropical Medicine Research Unit, Faculty of Tropical Medicine, Mahidol University, Bangkok, Thailand
| | - Jennifer Roest
- The Ethox Centre, Nuffield Department of Population Health, University of Oxford, Oxford, UK
| | - Carlo Perrone
- Mahidol Oxford Tropical Medicine Research Unit, Faculty of Tropical Medicine, Mahidol University, Bangkok, Thailand
| | - Tri Wangrangsimakul
- Mahidol Oxford Tropical Medicine Research Unit, Faculty of Tropical Medicine, Mahidol University, Bangkok, Thailand
| | - Michael Parker
- The Ethox Centre, Nuffield Department of Population Health, University of Oxford, Oxford, UK
| | - Maureen Kelley
- Wellcome Centre for Ethics & Humanities, Nuffield Department of Population Health, University of Oxford, Oxford, UK
| | - Phaik Yeong Cheah
- Centre for Tropical Medicine and Global Health, Nuffield Department of Medicine, University of Oxford, Oxford, UK
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18
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Sepúlveda-Ibarra C, Chaparro FH, Marcotti A, Soto G, Slachevsky A. Normalization of Rowland Universal Dementia Assessment Scale (RUDAS) in Chilean older people. Dement Neuropsychol 2023; 17:e20230033. [PMID: 38089173 PMCID: PMC10715235 DOI: 10.1590/1980-5764-dn-2023-0033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 09/12/2023] [Indexed: 02/01/2024] Open
Abstract
Rowland Universal Dementia Assessment Scale (RUDAS) is a cognitive screening that evaluates older people with low educational levels. In Chile, there are no normative data to assess this population. Objective To obtain normative data on RUDAS in older Chilean people with up to 12 years of schooling, and to determine whether age and schooling years influence a person's performance on RUDAS and on the items that constitute it. Methods A group of cognitively healthy people 60 years old or over, with up to 12 schooling years was evaluated (n=135). Multiple regression models were applied to obtain normative data on RUDAS, according to age and schooling years, and to measure the effects of schooling on different items. Results Regression analysis showed that none of the items had schooling as a significant predictor, except for the visuoconstruction item. The variables age and schooling explained 12.6% (R^2=0.126) of the RUDAS total score variance. The item visuoconstruction was the most associated with the educational level (OR=1,147). Conclusion This study showed that RUDAS is a recommended instrument for evaluating older people with low educational levels. However, more studies are needed to prove the validity of the RUDAS on Chilean older people.
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Affiliation(s)
- Consuelo Sepúlveda-Ibarra
- Universidad Bernardo O’Higgins, Facultad de Ciencias de la Salud, Escuela de Fonoaudiología, Santiago, Chile
- Universidad de Chile, Facultad de Filosofía y Humanidades, Santiago, Chile
| | - Fernando Henríquez Chaparro
- Geroscience Center for Brain Health and Metabolism, Santiago, Chile
- Universidad de Chile, Faculty of Medicine, Neuropsychology and Clinical Neuroscience Laboratory, Physiopathology Program Institute of Biomedical Sciences, Neuroscience and East Neuroscience Departments, Santiago, Chile
- Universidad de Chile, Faculty of Medicine, Hospital del Salvador Neurology Department, Memory and Neuropsychiatric Center, Santiago, Chile
- Pontificia Universidad Católica de Chile, Facultad de Medicina, Laboratorio de Neurociencia Cognitiva y Evolutiva, Santiago, Chile
| | - Anthony Marcotti
- Universidad San Sebastián, Facultad de Odontología y Ciencias de la Rehabilitación, Escuela de Fonoaudiología, Santiago, Chile
- Pontificia Universidad Católica de Chile, Facultad de Ciencias Sociales, Escuela de Psicología, Programa de Doctorado en Psicología, Santiago, Chile
| | - Guillermo Soto
- Universidad de Chile, Facultad de Filosofía y Humanidades, Santiago, Chile
| | - Andrea Slachevsky
- Geroscience Center for Brain Health and Metabolism, Santiago, Chile
- Universidad de Chile, Faculty of Medicine, Neuropsychology and Clinical Neuroscience Laboratory, Physiopathology Program Institute of Biomedical Sciences, Neuroscience and East Neuroscience Departments, Santiago, Chile
- Universidad de Chile, Faculty of Medicine, Hospital del Salvador Neurology Department, Memory and Neuropsychiatric Center, Santiago, Chile
- Clínica Alemana-Universidad del Desarrollo, Departamento de Medicina, Servicio de Neurología, Santiago, Chile
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Oono F, Adachi R, Yaegashi A, Kishino M, Ogata R, Kinugawa A, Tsumura A, Suga M, Matsumoto M, Takaoka T, Kakutani Y, Murakami K, Sasaki S. Are popular books about diet and health written based on scientific evidence? A comparison of citations between the USA and Japan. Public Health Nutr 2023; 26:2815-2825. [PMID: 37955110 PMCID: PMC10755443 DOI: 10.1017/s1368980023002549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 10/30/2023] [Accepted: 11/03/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVES To describe and compare the references cited in popular books about diet and health between the USA and Japan. DESIGN Books were selected based on their best-seller rankings in the diet and health category of online bookstores. We identified references throughout all pages of the books and examined the number of references, reference format (identifiable or not) and presence of specific types of references, such as systematic reviews of human research. We compared the characteristics of references between the two countries and examined related factors to citation. SETTING Cross-sectional study. PARTICIPANTS Books (n 100 in each country). RESULTS Among 100 books from each country, sixty-five US and sixty-six Japanese books had references. Forty-five US books cited more than 100 references, against only five Japanese books. The number of books that cited systematic reviews of human research differed between the USA (n 49) and Japan (n 9). Additionally, the number of books that provided identifiable information for all references was significantly higher in the USA (n 63) than in Japan (n 42). Books whose first authors have licences of medical doctors were more likely to cite references than those without in both countries. CONCLUSIONS Two-thirds of books about diet and health cited references in both the USA and Japan, but Japanese books cited fewer references and were less likely to cite systematic reviews and provide identifiable references than US books. Further research into the scientific reliability of information in books about diet and health is warranted.
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Affiliation(s)
- Fumi Oono
- Department of Social and Preventive Epidemiology, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku Tokyo, 113-0033, Japan
| | - Riho Adachi
- Department of Social and Preventive Epidemiology, School of Public Health, The University of Tokyo, Tokyo, Japan
| | - Akinori Yaegashi
- Department of Health and Nutrition, Faculty of Human Science, Hokkaido Bunkyo University, Hokkaido, Japan
- Department of Public Health, Graduate School of Medicine, Hokkaido University, Hokkaido, Japan
| | - Madoka Kishino
- Department of Food and Nutritional Science, Graduate School of Applied Bioscience, Tokyo University of Agriculture, Tokyo, Japan
| | - Risa Ogata
- Department of Nutrition and Food Science, Faculty of Human Life and Environmental Science, Ochanomizu University, Tokyo, Japan
| | - Anna Kinugawa
- Department of International and Community Oral Health, Tohoku University Graduate School of Dentistry, Miyagi, Japan
| | - Ayari Tsumura
- Department of Clinical Nutrition and Food Management, Institute of Biomedical Sciences, Tokushima University Graduate School, Tokushima, Japan
| | - Mizuki Suga
- Department of Social and Preventive Epidemiology, School of Public Health, The University of Tokyo, Tokyo, Japan
| | - Moe Matsumoto
- Department of Food and Nutritional Sciences, Graduate School of Humanities and Sciences, Ochanomizu University, Tokyo, Japan
| | - Tomoya Takaoka
- Division of Clinical Nutrition, Shinshu University Hospital, Nagano, Japan
- Medical Science Division, Department of Medical Science, Graduate School of Medicine, Science and Technology, Shinshu University, Nagano, Japan
| | - Yuya Kakutani
- Faculty of Health and Nutrition, Osaka Shoin Women’s University, Osaka, Japan
| | - Kentaro Murakami
- Department of Social and Preventive Epidemiology, School of Public Health, The University of Tokyo, Tokyo, Japan
| | - Satoshi Sasaki
- Department of Social and Preventive Epidemiology, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku Tokyo, 113-0033, Japan
- Department of Social and Preventive Epidemiology, School of Public Health, The University of Tokyo, Tokyo, Japan
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Conica M, Nixon E, Quigley J. Talk outside the box: Parents' decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood. J Exp Child Psychol 2023; 236:105746. [PMID: 37540920 DOI: 10.1016/j.jecp.2023.105746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 06/06/2023] [Accepted: 07/12/2023] [Indexed: 08/06/2023]
Abstract
Children's literacy and numeracy skills are fundamental for early academic performance and later academic success, mental health, and employment prospects in adulthood. Given that parents play a key role in promoting child development, identifying early parenting behaviors that predict literacy and numeracy skills is a research imperative. Emerging evidence suggests that parental use of decontextualized language (DL)-talk that requires cognitive abstraction and transcends the here and now-predicts children's literacy skills. However, its relation to numeracy remains underexplored. Accordingly, the current study examined how DL during interaction with children in infancy (T1) and preschool years (T2) relates to child literacy and numeracy in middle childhood (T3). Participants were 26 Irish mother-father-child triads (16 female children). At T1 and T2, participants engaged in 5-min interactions that were coded for DL. At T3, child literacy and numeracy were assessed using the Wechsler Intelligence Scale for Children-Fourth Edition and teacher report of child scores on national standardized tests. Controlling for child age and contextualized utterances, child reading in middle childhood was negatively related to maternal and child DL in infancy but was positively related to DL during preschool years, suggesting that the benefits of DL may become apparent later in development. Mothers', fathers', and children's DL during preschool years was also positively linked with child numeracy in middle childhood. Thus, embedding DL in conversation with children may have positive domain-specific and cross-domain effects on children's literacy and numeracy performance. Findings provide incentive for future research to examine relations between DL and children's school performance across a wider range of developmental domains.
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Affiliation(s)
- Mirela Conica
- School of Psychology, Trinity College Dublin, Dublin 2, Ireland.
| | - Elizabeth Nixon
- School of Psychology, Trinity College Dublin, Dublin 2, Ireland
| | - Jean Quigley
- School of Psychology, Trinity College Dublin, Dublin 2, Ireland
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21
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Kamath SD, Holla VV, Kamble N, Yadav R, Pal PK. Genetic literacy and attitude towards genetic testing in patients with Parkinson's disease and their caregivers: A review of literature. Parkinsonism Relat Disord 2023; 117:105853. [PMID: 37743165 DOI: 10.1016/j.parkreldis.2023.105853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 09/07/2023] [Accepted: 09/11/2023] [Indexed: 09/26/2023]
Abstract
BACKGROUND Genetic literacy refers to an individual's ability to understand the basics of genetic concepts and apply them to health-related decisions. The level of genetic literacy influences attitude towards genetic testing and is, in turn, influenced by several other factors. Clinicians must be aware of the genetic literacy of their patients and their caregivers before advising genetic testing and/or undertaking pre and post-test counseling. METHOD A systematic review of literature in PubMed was carried out using keywords "Genetic testing", "Genetic counseling", "Knowledge", "Attitude", "Parkinson's disease" in various combinations. RESULTS Seven eligible studies with a total of 1837 individuals (patients with PD-1355 and patient caregivers-482) were identified. More than half the participants were well-versed in basic concepts of genetics (57.8%) and risks of inheriting PD (60.5%) while less than 10% were aware regarding the contribution of specific genes (e.g. LRRK2). Interest in diagnosis, treatment, prevention and facilitating PD research were central themes for positive attitude while apprehensions revolving around impact on employment and insurance and non-benefit were associated with negative attitudes. Possible associations included greater knowledge scores with positive attitudes towards genetic testing and older age for negative attitude towards testing. Insufficient data on attitudes toward prenatal testing, presymptomatic testing and clinicians' attitude toward testing was identified. CONCLUSION Patients with PD and their caregivers are aware of the role of genetics in the etiopathogenesis of their disease, which contributes to their positive attitude towards testing. Further studies exploring negative attitudes towards testing will help overcome the hurdles in genetic testing and counseling in this cohort of patients.
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Affiliation(s)
- Sneha D Kamath
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, 560029, India
| | - Vikram V Holla
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, 560029, India
| | - Nitish Kamble
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, 560029, India
| | - Ravi Yadav
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, 560029, India
| | - Pramod Kumar Pal
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, 560029, India.
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22
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Lape ME, Roopnarine JL, Krishnakumar A, Blake C. Socioeconomic and home educational resource risk factors and Children's literacy and social skills in Guyanese families: Mediating role of parental cognitive engagement and parental guidance. Int J Psychol 2023; 58:554-562. [PMID: 37470342 DOI: 10.1002/ijop.12931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 06/28/2023] [Indexed: 07/21/2023]
Abstract
This study examined the mediating role of parental cognitive engagement and parental guidance on the associations between family socioeconomic and home environment resource risk factors and children's literacy and social skills in Guyana. The sample consisted of 1208 families from diverse ethnic and socioeconomic backgrounds drawn from the 2019 to 2020 country-level UNICEF MICS data. Caregivers provided assessments of socioeconomic conditions, educational resources in the home environment, cognitive engagement, parental guidance and children's literacy and social skills. Family socioeconomic risk had an indirect association with social skills through cognitive engagement. Home environment educational resource risk had indirect associations with children's literacy and social skills through parental guidance. Findings are discussed in terms of identifying protective factors within families in low- and middle-income Caribbean countries that can better inform intervention efforts geared at reducing risks to childhood development.
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Affiliation(s)
| | - Jaipaul L Roopnarine
- Syracuse University, Syracuse, NY, USA and Anton de Kom University, Paramaribo, Suriname
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Alloubani A, Al-Ruzzieh M, Khawaja N, Akhu-Zaheya L. Genomic Literacy among Nurses in Jordan: A Population-based Study. J Cancer Educ 2023; 38:1948-1954. [PMID: 37656393 DOI: 10.1007/s13187-023-02365-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/24/2023] [Indexed: 09/02/2023]
Abstract
The current study aimed to measure genomic literacy among Jordanian nurses by evaluating their understanding of key genomic concepts and how they view genomics in nursing practice. Descriptive, Cross-sectional, and Correlational designs were used in this study. A descriptive design was used using the Genomic Nursing Concept Inventory (GNCI©), a 31-item instrument. Data were collected from a total of 751 participants. A total of 406 participants were female, and 395 (52.6%) were single. The mean score of the genome basics was 2.33, ranging from 0 to 13. The mean score of the knowledge about mutation was 0.57, ranging from 0 to 3. At the same time, the mean score for inheritance and genomic healthcare was 1.74 and 1.53, respectively. Nurses working in the oncology center had the highest genomic knowledge score (mean = 7.05, SD = 4.24) compared with nurses in other healthcare sectors (p = < .001). There is a low level of genomic literacy among Jordanian nurses. Nurses must have sufficient genomic literacy to provide the best nursing care to patients, their families, and the community. Jordanian nurse authorities must develop competencies representing a minimum standard of care to provide competent genomic and genetically focused care.
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Affiliation(s)
| | | | | | - Laila Akhu-Zaheya
- Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan
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Wathelet M, Dézétrée A, Pauwels N, Vaiva G, Séguin M, Thomas P, Grandgenèvre P, Notredame CÉ. Validation of a French questionnaire assessing knowledge of suicide. Encephale 2023:S0013-7006(23)00180-X. [PMID: 38040504 DOI: 10.1016/j.encep.2023.08.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 08/25/2023] [Accepted: 08/26/2023] [Indexed: 12/03/2023]
Abstract
OBJECTIVES The objective of this study was to develop and validate the Knowledge of Suicide Scale (KSS), elaborated to assess adherence to myths about suicide. METHODS The KSS is a self-questionnaire including 22 statements relating to myths about suicide for which the respondent is asked to rate his degree of adherence on a scale ranging from 0 ("strongly disagree") to 10 ("completely agree"). Using the script concordance test scoring method, the respondents' scores were compared with those of experts to obtain, for each item, a score between 0 (maximum deviation with the experts) and 1 (minimum deviation with the experts). One thousand and thirty-five individuals (222 psychiatric interns, 332 medical interns in the first semester excluding psychiatry and 481 journalism students) were included. RESULTS According to the exploratory factor analysis, the KSS is a two-dimensional scale: the first subscale includes 15 items and the second seven items. The tool showed excellent face validity, correct convergent and divergent validities (multi-method multi-feature analyzes), and good internal consistency (Cronbach's alpha coefficient between 0.66 and 0.83 for scales and subscales). The KSS is moderately and negatively correlated with the Stigma of Suicide Scale (r=-0.3). It significantly discriminates groups with different expected levels of knowledge regarding suicide (P<0.001). CONCLUSIONS The KSS demonstrated good psychometric properties to measure adherence to myths about suicide. This tool could be useful in assessing the effectiveness of suicide prevention literacy improvement programs.
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Affiliation(s)
- Marielle Wathelet
- Fédération Régionale de Recherche en Psychiatrie et Santé Mentale des Hauts-de-France, 59000 Lille, France; Centre National de Ressources et de Résilience Lille-Paris (CN2R), 59000 Lille, France; Department of Psychiatry, CHU de Lille, 59000 Lille, France
| | - Arnaud Dézétrée
- Sistel Service Interprofessional Health Service at Work Eure-et-Loire, 28000 Chartes, France
| | - Nathalie Pauwels
- Fédération Régionale de Recherche en Psychiatrie et Santé Mentale des Hauts-de-France, 59000 Lille, France; Papageno program, France
| | - Guillaume Vaiva
- Centre National de Ressources et de Résilience Lille-Paris (CN2R), 59000 Lille, France; Department of Psychiatry, CHU de Lille, 59000 Lille, France; University Lille, Inserm, CHU de Lille, U1172-LilNCog-Lille Neuroscience & Cognition, 59000 Lille, France; Group for the suicide study and prevention, France
| | | | - Pierre Thomas
- Fédération Régionale de Recherche en Psychiatrie et Santé Mentale des Hauts-de-France, 59000 Lille, France; Department of Psychiatry, CHU de Lille, 59000 Lille, France; University Lille, Inserm, CHU de Lille, U1172-LilNCog-Lille Neuroscience & Cognition, 59000 Lille, France
| | - Pierre Grandgenèvre
- Department of Psychiatry, CHU de Lille, 59000 Lille, France; Papageno program, France; University Lille, Inserm, CHU de Lille, U1172-LilNCog-Lille Neuroscience & Cognition, 59000 Lille, France
| | - Charles-Édouard Notredame
- Department of Psychiatry, CHU de Lille, 59000 Lille, France; Papageno program, France; University Lille, Inserm, CHU de Lille, U1172-LilNCog-Lille Neuroscience & Cognition, 59000 Lille, France; Group for the suicide study and prevention, France.
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Özparlak A, Karakaya D, Özer Z. The association of mental health literacy with mental well-being and help-seeking in young people: A systematic review and meta-analysis. J Pediatr Nurs 2023; 73:e243-e250. [PMID: 37775428 DOI: 10.1016/j.pedn.2023.09.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Revised: 09/22/2023] [Accepted: 09/22/2023] [Indexed: 10/01/2023]
Abstract
PROBLEM It is important to determine the relationship between mental health literacy (MHL), mental well-being and help seeking in young people in terms of guiding research and practices related to MHL. ELIGIBILITY CRITERIA A literature scan of the databases of Web of Science, PubMed, Science Direct, EBSCOhost CINAHL Complete, Cochrane Library, Springer Link, Scopus, Wiley Online Library, Ovid, Taylor & Francis and ProQuest Dissertations & Theses Global was conducted in May 2022 and April 2023 without any year limitations. SAMPLE A total of 12 studies with 4659 young people were included. Data synthesis was performed using Comprehensive Meta-Analysis (CMA) software. Pearson correlation coefficient (r) was used to calculate the effect size. RESULTS It was concluded that there was no correlation between MHL and mental well-being in young people (p > 0.05, r = 0.06, 95% CI = -0.05 to 0.16). A positive correlation was found between MHL with help seeking attitude (p < 0.01, r = 0.48, 95% CI = 0.30 to 0.63) and help-seeking intention (p < 0.01, r = 0.23, 95% CI = 0.12 to 0.34). CONCLUSION While there was a medium effect size between MHL and help seeking attitude in young people, there was a weak effect size between MHL and help seeking intention. No studies were found examining the relationship between MHL and help-seeking behavior in young people. IMPLICATIONS Nurses may provide support for young people in help seeking by giving education and counselling on MHL in schools and health institutions, and by creating reliable and easily accessible sources of information.
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Affiliation(s)
- Arif Özparlak
- Department of Psychiatric Nursing, Akdeniz University Faculty of Nursing, Antalya, Turkey..
| | - Dudu Karakaya
- Department of Psychiatric Nursing, Akdeniz University Faculty of Nursing, Antalya, Turkey..
| | - Zeynep Özer
- Department of Internal Medicine Nursing, Akdeniz University Faculty of Nursing, Antalya, Turkey..
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Burke CT, Calear AL, Cruwys T, Batterham PJ. Are Parents the Key? How Parental Suicide Stigma and Suicide Literacy Affect Help-Seeking Attitudes and Intentions for their Child. J Youth Adolesc 2023; 52:2417-2429. [PMID: 37592195 PMCID: PMC10495472 DOI: 10.1007/s10964-023-01841-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Accepted: 07/31/2023] [Indexed: 08/19/2023]
Abstract
Suicide is the leading cause of death among Australian young people, yet rates of help-seeking for suicidal ideation and behaviors in this population are concerningly low. In this study, the relationships between parental suicide stigma, parental suicide literacy, and their attitudes and intentions toward seeking professional help for their child if they were to express thoughts of suicide are investigated. Understanding this influence is critical given parents are key facilitators of their child's access to and engagement with professional mental health services. An online survey was administered to 302 parents of children aged-12-18 (Mage = 45.36, SDage = 6.23; 91.4% female). Parental suicide stigma was significantly associated with more negative help-seeking attitudes and lower help-seeking intentions. Other significant predictors of more positive help-seeking attitudes included parental self-efficacy and having a child with no history of suicidal ideation. Higher help-seeking intentions were associated with female gender, living in an urban area, and positive help-seeking attitudes. Parental suicide literacy was not significantly associated with help-seeking. Practically, outcomes of this study may inform the development and implementation of targeted education programs to increase parental help-seeking for their children.
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Affiliation(s)
- Colette T Burke
- School of Medicine and Psychology, The Australian National University, Building 39 Science Road, Canberra, ACT, 2601, Australia.
| | - Alison L Calear
- Centre for Mental Health Research, The Australian National University, 63 Eggleston Road, Acton, ACT, 2601, Australia
| | - Tegan Cruwys
- School of Medicine and Psychology, The Australian National University, Building 39 Science Road, Canberra, ACT, 2601, Australia
| | - Philip J Batterham
- Centre for Mental Health Research, The Australian National University, 63 Eggleston Road, Acton, ACT, 2601, Australia
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Rangraz Jeddi F, Nabovati E, Mobayen M, Akbari H, Feizkhah A, Osuji J, Bagheri Toolaroud P. Health care needs, eHealth literacy, use of mobile phone functionalities, and intention to use it for self-management purposes by informal caregivers of children with burns: a survey study. BMC Med Inform Decis Mak 2023; 23:236. [PMID: 37872538 PMCID: PMC10591411 DOI: 10.1186/s12911-023-02334-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 10/10/2023] [Indexed: 10/25/2023] Open
Abstract
BACKGROUND This study aimed to assess health care needs, electronic health literacy, mobile phone usage, and intention to use it for self-management purposes by informal caregivers of children with burn injuries. METHODS This cross-sectional research was carried out in 2021 with 112 informal caregivers of children with burns in a burn center in the north of Iran. The data collection tools were questionnaires that included the participants' demographics, their E-Health Literacy, their current mobile phone usage, and their desires for mobile phone use for burn care services. RESULTS Most informal caregivers had smartphones (83.0%) and Internet access (81.3%). Most participants occasionally used phone calls (63.4%), the Internet (45.5%), and social media (42.9) to receive information about psychosocial disorders, infection control, wound care, pain, itch, physical exercise, and feeding. Most participants have never used some of the mobile phone functionalities to receive burn-related information, such as applications/Software (99.1%) and e-mail (99.1%). Nevertheless, most informal caregivers desire to use mobile applications for self-management purposes in the future (88.4%). The mean eHealth literacy score was 25.01 (SD = 9.61). Informal caregivers who had higher education levels, access to the Internet, and lived in urban areas had higher eHealth literacy (P < 001). CONCLUSION The current research delivers beneficial information about the healthcare needs of informal caregivers and their preference to use mobile functionality to receive burns-related healthcare and rehabilitation information post-discharge. This information can help design and implement mobile health (mHealth) interventions to enhance the self-care skills of informal caregivers.
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Affiliation(s)
- Fatemeh Rangraz Jeddi
- Health Information Management Research Center, Kashan University of Medical Sciences, Kashan, Iran
- Department of Health Information Management & Technology, Kashan University of Medical Sciences, Kashan, Iran
| | - Ehsan Nabovati
- Health Information Management Research Center, Kashan University of Medical Sciences, Kashan, Iran
- Department of Health Information Management & Technology, Kashan University of Medical Sciences, Kashan, Iran
| | - Mohammadreza Mobayen
- Burn and Regenerative Medicine Research Center, Guilan University of Medical Sciences, Rasht, Iran
| | - Hossein Akbari
- Social Determinants of Health (SDH) Research Center, Department of Biostatistics and Epidemiology, School of Public Health, Kashan University of Medical Sciences, Kashan, Iran
| | - Alireza Feizkhah
- Burn and Regenerative Medicine Research Center, Guilan University of Medical Sciences, Rasht, Iran
- Department of Medical Physics, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
| | - Joseph Osuji
- School of Nursing and Midwifery, Faculty of Health, Community, and Education, Mount Royal University, Calgary, Ab, Canada
| | - Parissa Bagheri Toolaroud
- Health Information Management Research Center, Kashan University of Medical Sciences, Kashan, Iran.
- Department of Health Information Management & Technology, Kashan University of Medical Sciences, Kashan, Iran.
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Abudireyimu A, Su Y, Hu C, Li Y, Yao H. Chronic disease prevention literacy and its influence on behavior and lifestyle: a cross-sectional study in Xinjiang, China. BMC Public Health 2023; 23:1980. [PMID: 37821851 PMCID: PMC10568918 DOI: 10.1186/s12889-023-16884-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 10/03/2023] [Indexed: 10/13/2023] Open
Abstract
OBJECTIVE To understand the status and influencing factors of Kyrgyz chronic disease prevention literacy, and to explore the impact of chronic disease prevention literacy on behavior and living habits. METHOD Using stratified sampling method, Kyrgyz residents aged ≥ 18 years in Artush City, Aheqi County and Ucha County were surveyed by questionnaire. RESULTS A total of 10,468 subjects were investigated, and the literacy rate of chronic disease prevention in Kyrgyz was 11.2%. The results of Logistic regression analysis showed that the literacy rate of chronic disease prevention was low among people with low education level, herdsmen, low income, urban and chronic disease (P < 0.05). Residents with chronic disease prevention literacy were more inclined to not smoke, not drink alcohol, drink milk every day, eat soy products every month, eat whole grains every day (P < 0.05). CONCLUSION The literacy level of chronic disease prevention of Kyrgyz residents in Kezhou has been improved, but it is still at a low level compared with another subcategories. The behavioral lifestyle is related to the literacy level of chronic disease prevention. Therefore, local health promotion strategies should be developed to improve the literacy level of chronic disease prevention and promote the formation of good behavioral and living habits.
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Affiliation(s)
- Alimire Abudireyimu
- School of Public Health, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Yinxia Su
- School of Medical Engineering and Technology, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Conghui Hu
- School of Public Health, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Yuanyuan Li
- School of Public Health, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Hua Yao
- First Affiliated Hospital of Xinjiang Medical University, Urumqi, Xinjiang, China.
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29
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Reading Turchioe M, Mangal S. Health literacy, numeracy, graph literacy, and digital literacy: An overview of definitions, evaluation methods, and best practices. Eur J Cardiovasc Nurs 2023:zvad085. [PMID: 37590968 DOI: 10.1093/eurjcn/zvad085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 08/14/2023] [Indexed: 08/19/2023]
Abstract
Health literacy is an important skill for people receiving care. Those with limited literacy face disparities in their care and health outcomes when strategies for addressing literacy are not used when delivering health information. In this article, we introduce the importance of considering health literacy, defining it and related concepts including numeracy, graph literacy, and digital literacy, and discuss open questions about measuring health literacy in clinical care. Finally, we present best practices, including assuming "universal precautions," carefully considering wording, leveraging visualizations, recognizing cultural differences in interpretation, guidance on pilot testing, and considering digital literacy when developing electronic materials.
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Oliveira CM, Henderson LM, Hayiou-Thomas ME. Limited Evidence of an Association Between Language, Literacy, and Procedural Learning in Typical and Atypical Development: A Meta-Analysis. Cogn Sci 2023; 47:e13310. [PMID: 37401920 DOI: 10.1111/cogs.13310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 06/06/2023] [Accepted: 06/12/2023] [Indexed: 07/05/2023]
Abstract
The ability to extract patterns from sensory input across time and space is thought to underlie the development and acquisition of language and literacy skills, particularly the subdomains marked by the learning of probabilistic knowledge. Thus, impairments in procedural learning are hypothesized to underlie neurodevelopmental disorders, such as dyslexia and developmental language disorder. In the present meta-analysis, comprising 2396 participants from 39 independent studies, the continuous relationship between language, literacy, and procedural learning on the Serial Reaction Time task (SRTT) was assessed across children and adults with typical development (TD), dyslexia, and Developmental Language Disorder (DLD). Despite a significant, but very small, relationship between procedural learning and overall language and literacy measures, this pattern was not observed at the group-level when examining TD, dyslexic, and DLD groups separately. Based on the procedural/declarative model, a positive relationship was expected between procedural learning and language and literacy measures for the typically developing group; however, no such relationship was observed. This was also the case for the disordered groups (ps > .05). Also counter to expectations, the magnitude of the relationship between procedural learning and grammar and phonology did not differ between TD and DLD (ps > .05), nor between the TD and dyslexic group on reading, spelling, and phonology (ps > .05). While lending little support to the procedural/declarative model, we consider that these results may be the consequence of poor psychometric properties of the SRTT as a measure of procedural learning.
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Tsesmeli SN, Skarmoutsou I. Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children. Res Dev Disabil 2023; 139:104563. [PMID: 37423051 PMCID: PMC10293896 DOI: 10.1016/j.ridd.2023.104563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Revised: 06/20/2023] [Accepted: 06/24/2023] [Indexed: 07/11/2023]
Abstract
BACKGROUND While morphological awareness has been recognized as a fundamental skill in students' literacy acquisition, experimental evidence is still scarce, especially regarding studies during pandemic. AIM The aim of the study was to present a scientifically based educational intervention of morphological awareness which was implemented in two mainstream primary schools in Greece during COVID-19 era (2020-2021). METHOD Participants were 72 primary school students (3rd/4th Grades) who were divided into an intervention and a control group per class. All students were assessed via tests of intelligence, literacy and language before pandemic. The intervention took place during pandemic in the school classroom of the experimental groups and included a pre-test, a training program and a post-test. The experimental material comprised of compounds which pose particular difficulties to children in terms of spelling and meaning. RESULTS The results showed that the systematic exercise of the morphological structure of words increased significantly students' spelling and semantic performance, including those with low literacy performance. CONCLUSIONS These findings underline the importance and feasibility of implementing scientifically based educational interventions in mainstream education during COVID-19 era. Theoretical and practical issues concerning the implementation of hybrid models of educational interventions and scientific research in education are discussed.
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Affiliation(s)
- Styliani N Tsesmeli
- Department of Educational Studies and Social Work, University of Patras, Greece.
| | - Ioanna Skarmoutsou
- Department of Educational Studies and Social Work, University of Patras, Greece
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Tricoche L, Pélisson D, Longo L, Koun E, Poisson A, Prado J, Meunier M. Task-independent neural bases of peer presence effect on cognition in children and adults. Neuroimage 2023; 277:120247. [PMID: 37385049 DOI: 10.1016/j.neuroimage.2023.120247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Revised: 06/19/2023] [Accepted: 06/22/2023] [Indexed: 07/01/2023] Open
Abstract
There is ample behavioral evidence that others' mere presence can affect any behavior in human and non-human animals, generally facilitating the expression of mastered responses while impairing the acquisition of novel ones. Much less is known about i) how the brain orchestrates the modulation of such a wide array of behaviors by others' presence and ii) when these neural underpinnings mature during development. To address these issues, fMRI data were collected in children and adults alternately observed and unobserved by a familiar peer. Subjects performed a numerosity comparison task and a phonological comparison task. While the former involves number-processing brain areas, the latter involves language-processing areas. Consistent with previous behavioral findings, adults' and children's performance improved in both tasks when observed by a peer. Across all participants, task-specific brain regions showed no reliable change in activity under peer observation. Rather, we found task-independent changes in domain-general brain regions typically involved in mentalizing, reward, and attention. Bayesian analyses singled out the attention network as the exception to the close child-adult resemblance of peer observation neural substrates. These findings suggest that i) social facilitation of some human education-related skills is primarily orchestrated by domain-general brain networks, rather than by task-selective substrates, and ii) apart from attention, peer presence neural processing is largely mature in children.
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Affiliation(s)
- Leslie Tricoche
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Denis Pélisson
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Léa Longo
- EDUWELL team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Eric Koun
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Alice Poisson
- Unité des pathologies du sommeil et équipe de recherche AESIO Santé unité de Saint Etienne, Clinique médico chirurgicale mutualiste, Saint Etienne, France
| | - Jérôme Prado
- EDUWELL team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France.
| | - Martine Meunier
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France.
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Gillon G. Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development. Folia Phoniatr Logop 2023; 75:219-234. [PMID: 37279700 PMCID: PMC10534969 DOI: 10.1159/000531407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 05/24/2023] [Indexed: 06/08/2023] Open
Abstract
INTRODUCTION The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children's early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. METHOD Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). RESULTS Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. DISCUSSION Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children's early literacy success within a MTSS framework is discussed.
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Affiliation(s)
- Gail Gillon
- Child Well-Being Research Institute, University of Canterbury, Christchurch, New Zealand
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Chow KM, Cheng HY, Leung AWY, Tola YO, Chair SY. Genetic/genomic literacy, attitudes and receptivity of nursing students and practising nurses: A cross-sectional online survey. Nurse Educ Today 2023; 125:105773. [PMID: 36921542 DOI: 10.1016/j.nedt.2023.105773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 02/03/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The growing demand for personalised nursing care in the genomic era requires nursing students and practising nurses to be better prepared to apply the knowledge of genetics/genomics to nursing practice. Several studies have shown that, despite having positive attitudes/receptivity towards integrating genetics/genomics into nursing practice, nursing students and professionals report a low level of genetic/genomic literacy. However, little is known about the status in Hong Kong. OBJECTIVES We assessed and compared the genetic/genomic literacy and attitudes/receptivity towards integrating genetics/genomics into nursing practice among nursing students and practising nurses in Hong Kong. We also explored the relationships between the students' background characteristics, attitudes/receptivity towards integrating genetics/genomics into nursing practice and genetic/genomic literacy. DESIGN A cross-sectional online survey conducted between March 2020 and January 2022. SETTINGS A government-funded university in Hong Kong. PARTICIPANTS We recruited a convenience sample of 234 nursing students, 145 were final-year undergraduate students (median age = 22 years, 84.1 % female) and 89 were practising registered nurses (postgraduate students studying part-time programme, median age = 28 years, 77.5 % female). METHODS The survey collected the participants' background information, attitudes/receptivity towards integrating genetics/genomics into nursing practice and levels of genetic/genomic literacy. RESULTS Overall, the participants reported positive attitudes/receptivity towards practice integration but had low levels of genetic/genomic literacy. Practising nurses were more likely to have lower genetic/genomic literacy, but more positive attitudes/receptivity towards practice integration, than undergraduate students. Multiple regression analysis suggested that the level of study (postgraduate/undergraduate programme) and perceptions of the disadvantages of 'needing to re-tool professionally' were significant independent factors associated with the level of genetic/genomic literacy. CONCLUSIONS Findings from this study call for the strategic integration of genetics/genomics education into all levels of nursing education in Hong Kong and across the globe. In particular, sustained efforts should be made to ensure that practising nurses receive further education in genetics/genomics.
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Affiliation(s)
- Ka Ming Chow
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong; Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
| | - Ho Yu Cheng
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong; Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
| | - Alice W Y Leung
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong
| | | | - Sek Ying Chair
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong; Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
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Banda LOL, Liu J, Banda JT, Zhou W. Impact of ethnic identity and geographical home location on student academic performance. Heliyon 2023; 9:e16767. [PMID: 37303561 PMCID: PMC10250806 DOI: 10.1016/j.heliyon.2023.e16767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 05/24/2023] [Accepted: 05/26/2023] [Indexed: 06/13/2023] Open
Abstract
Situated against the backdrop of a politically fueled ethnic hate between the Northern Region and the rest, this study exposes the relationship between the students' regions of origin and their academic performance in Malawian higher education to contribute to appropriate student support and healthy study habits. Spearman's rHO indicated weak but statistically significant correlations between one's home region and academic performance. Kruskal Wallis Test (N = 20,263) revealed that no single region outperforms others. Thematic analysis of interview data (N = 15) through NVivo revealed that students believe effort matters more in academic performance irrespective of one's region of origin. Implications for education policy that harness healthy study habits to enhance student achievement, retention, and self-efficacy about success are discussed.
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Affiliation(s)
- Lazarus Obed Livingstone Banda
- Beijing Institute of Technology, School of Humanities and Social Sciences, LiangXiang Campus, Fangshan District, Beijing China
| | - Jin Liu
- Beijing Institute of Technology, School of Humanities and Social Sciences, LiangXiang Campus, Fangshan District, Beijing China
| | - Jane Thokozani Banda
- Ministry of Education Headquarters, Directorate of Higher Education, Lilongwe, Malawi
| | - Wenhui Zhou
- Beijing Institute of Technology, School of Humanities and Social Sciences, LiangXiang Campus, Fangshan District, Beijing China
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Kandasamy G, Almaghaslah D, Vasudevan R, Shorog E, Alshahrani AM, Alsawaq E, Alzlaiq W, Prabahar K, Veeramani VP, Alshareef H. Assessment of oral health literacy and oral health related quality of life in Saudi university students: A cross sectional study. J Oral Rehabil 2023. [PMID: 37232064 DOI: 10.1111/joor.13520] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Revised: 05/15/2023] [Accepted: 05/23/2023] [Indexed: 05/27/2023]
Abstract
BACKGROUND Oral health literacy was recognized as important to encouraging oral health and avoiding oral health diseases. Therefore, this study was conducted to assess oral health literacy (OHL) and oral health-related quality of life (OHRQoL) among undergraduate students studying at university. MATERIALS & METHODS A prospective cross-sectional study was carried out from November to February 2023 among the students of King Khalid University. OHL and OHRQoL were assessed using a Rapid estimate of adult literacy in dentistry-30 (REALD-30) and oral health impact profile (OHIP-14). Further, Pearson's correlation tests were used to measure the correlation between REALD-30 and OHIP-14. RESULTS Among the 394 completed respondents, the majority were Aged>20 years (n=221; 56.09%), Aged <20 years (n=173 43.91%), female (n=324; 82.23%), male (n=70; 17.7%). Participants from health-related colleges were (n=343; 87.06%), and other colleges were (n=51; 12.94%) *P<0.04. Participants brushing frequency once daily were (n=165; 41.88%) twice or more per day (n=229; 58.12%) *P<0.018. The overall mean REALD-30 score of the participants was 11.76 ±0.17 indicating Low OHL. The higher mean score of OHIP-14 for the following domains physical pain 12.93±0.56, physical disability 12.05±0.72, and psychological disability 12.71±0.76. Oral health impact profile-14 and REALD showed a positive correlation for health-related colleges (r = 0.314; *P<0.002) and other colleges (r = 0.09; P<0.072). However, a significant correlation was observed between REALD-30 and OHIP-14 scores among health-related colleges (P < 0.05). CONCLUSION The current study concluded that self-rated poor oral health is significantly linked with OHIP-14 scores. Furthermore, systematic health education programs such as regular dental checkups for college students must be arranged to assist in changing the student's everyday life and oral health behaviors.
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Affiliation(s)
- Geetha Kandasamy
- Department of Clinical Pharmacy, College of Pharmacy, King Khalid University, Abha, Kingdom of Saudi Arabia
| | - Dalia Almaghaslah
- Department of Clinical Pharmacy, College of Pharmacy, King Khalid University, Abha, Kingdom of Saudi Arabia
| | | | - Eman Shorog
- Department of Clinical Pharmacy, College of Pharmacy, King Khalid University, Abha, Kingdom of Saudi Arabia
| | - Asma M Alshahrani
- Department of Clinical Pharmacy, College of Pharmacy, King Khalid University, Abha, Kingdom of Saudi Arabia
| | - Enas Alsawaq
- Department of Pharmacology, College of Pharmacy, King Khalid University, Abha
| | - Wafa Alzlaiq
- Department of Clinical Pharmacy, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, Kingdom of Saudi Arabia
| | - Kousalya Prabahar
- Department of Pharmacy Practice, Faculty of Pharmacy, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
| | - Vinoth Prabhu Veeramani
- Department of Pharmacy Practice, Faculty of Pharmacy, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
| | - Hanan Alshareef
- Department of Pharmacy Practice, Faculty of Pharmacy, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
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Syrnyk C, McArthur A, Zwack A, Makowsky M. Reading to Dogs at Home: A Pilot Study. Early Child Educ J 2023; 51:1-7. [PMID: 37360594 PMCID: PMC10054209 DOI: 10.1007/s10643-023-01482-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/15/2023] [Indexed: 06/28/2023]
Abstract
In summer 2021, during the coronavirus pandemic, 8 parent-child dyads were recruited to participate in a pilot project to investigate the potential benefit of an at-home adaptation of an Animal-Assisted Intervention (AAI) for literacy. After completing a demographic survey and the Perceived Stress Scale-10 (Cohen et al., 1983), children's reading level was established using the Fry method and past report card information. Parents were given access to an online levelled-reader e-book provider along with written instructions and video training. Parent-child dyads engaged in the at-home AAI literacy support for 6-weeks during which time children's reading level was tracked online. Parental stress was assessed again upon completion. Findings indicate that reading level increased in 6 out of 8 cases, although not significantly. Parental stress, however, increased significantly from the start to end of the project. This descriptive pilot project discusses the potential and pitfalls of an at-home AAI literacy intervention.
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Renzaho AMN, Polonsky M, Yusuf A, Ferdous A, Szafraniec M, Salami B, Green J. Migration-related Factors and Settlement Service Literacy: Findings from the Multi-site Migrants' Settlement Study. J Int Migr Integr 2023:1-21. [PMID: 37360640 PMCID: PMC10027273 DOI: 10.1007/s12134-023-01023-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/28/2023] [Indexed: 06/28/2023]
Abstract
Migrants' access and effective utilisation of settlement services depend on their level of settlement service literacy (SSL). However, SSL is multi-dimensional in nature and has many facets that are influenced by demographic and migration-related factors. Identifying factors that drive various components of SSL, and thus allowing for more focused development of specific dimensions, is critical. The aim of this study was to examine the relationship between components of SSL and migration-related and migrants' demographic factors. Using a snowball sampling approach, trained multilingual research assistants collected data on 653 participants. Data were collected using face-to-face or online (phone and via video platforms such as Zoom and Skype) surveys. Our findings suggest that demographic and migration-related factors explained 32% of the variance in overall SSL; and 17%, 23%, 44%, 8%, 10% of the variance in knowledge, empowerment, competence, community influence, and political components of SSL respectively. SSL was positively associated with pre-migration and post-migration educational attainment, being employed in Australia, being a refugee, coming from the sub-Saharan region but negatively associated with age and coming from the East Asia and Pacific region. Across SSL dimensions, post-migration education was the only factor positively associated with the overall SSL and all SSL dimensions (except the political dimension). Employment status in Australia was also positively associated with competency and empowerment, but not other dimensions. Affiliating with a religion other than Christianity or Islam was negatively associated with knowledge and empowerment whilst being a refugee was positively associated with knowledge. Age was negatively associated with the empowerment and competency dimensions. The study provides evidence of the importance of some pre- and post-migration factors that can assist in developing targeted initiatives to enhance migrants' SSL. Identifying factors that drive various components of SSL will allow for more focused development of specific dimensions and therefore is critical.
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Affiliation(s)
- Andre M. N. Renzaho
- Translational Health Research Institute, School of Medicine, Western Sydney University, Campbelltown, NSW 2560 Australia
- Maternal, Child and Adolescent Health Program, Burnet Institute, Melbourne, 3004 Australia
| | - Michael Polonsky
- Deakin Business School, Deakin University, 221 Burwood Hwy, Burwood, VIC 3125 Australia
| | - Adnan Yusuf
- Deakin Business School, Deakin University, 221 Burwood Hwy, Burwood, VIC 3125 Australia
| | - Ahmed Ferdous
- Deakin Business School, Deakin University, 221 Burwood Hwy, Burwood, VIC 3125 Australia
| | | | - Bukola Salami
- Faculty of Nursing, University of Alberta, Edmonton, AB Canada
| | - Julie Green
- Murdoch Children’s Research Institute, Parkville, VIC Australia
- School of Medicine, Western Sydney University, Penrith, NSW Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC Australia
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Kucirkova NI, Tosun S. Children's Olfactory Picturebooks: Charting New Trends in Early Childhood Education. Early Child Educ J 2023:1-10. [PMID: 37360605 PMCID: PMC10024514 DOI: 10.1007/s10643-023-01457-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/15/2023] [Indexed: 06/28/2023]
Abstract
Converging global trends (digitization, globalization, datafication) have influenced all aspects of children's literacies, including children's picturebooks. The recent turn towards embodied, affective and sensory literacies, stimulated our interest in multisensory picturebooks that engage all children's senses, including the sense of smell (olfaction). Olfactory children's picturebooks demand new forms of literary conversations, which capitalise on unique properties of odours and integrate these with stories. Drawing on a systematic search of children's picturebooks about, and with, smell, in paper-based and digital formats, we identified three principal ways in which olfaction is currently embedded in children's picturebooks: 1, as an add-on to depiction of objects (including foods, plants) and places, 2, as a device to introduce humour into a story, and 3, as an engagement tool for children's active participation in the story. We mobilise Sipe's (2008) concept of seven constituting elements in children's picturebooks to describe how current olfactory picturebooks apply the elements in their design and make recommendations for future development of children's olfactory picturebooks. Reflecting on the generative potential of literary theories and olfactory power to stimulate children's non-linguistic embodied interactions with picturebooks, we propose some extensions to the current olfactory picturebook landscape.
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Affiliation(s)
| | - Selim Tosun
- Ankara University, Graduate School of Health Sciences, 06110 Ankara, Turkey
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Romani-Sponchiado A, Vidal-Ribas P, Bressan RA, de Jesus Mari J, Miguel EC, Gadelha A, Rohde LAP, Evans-Lacko S, Salum GA, Hoffmann MS. Longitudinal associations between positive attributes and psychopathology and their interactive effects on educational outcomes. Eur Child Adolesc Psychiatry 2023; 32:463-474. [PMID: 34559317 DOI: 10.1007/s00787-021-01882-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 09/15/2021] [Indexed: 11/26/2022]
Abstract
Psychopathology is associated with impaired learning and early termination of schooling, whereas positive attributes are associated with better educational outcomes. However, it is important to understand if and how psychopathology and positive attributes longitudinally impact each other so we could shed light on where to intervene to promote educational outcomes through these constructs. A large prospective school-based community cohort of youths (5-15 years of age, 45% female) were assessed and followed up for 3 years (n = 2010; 80% retention). We assessed the longitudinal impact of positive attributes (Youth Strength Inventory) and psychopathology (bifactor model of Strengths and Difficulties Questionnaire) using a cross-lagged panel model. We also used generalized mixed effects models to investigate how these both constructs predict school dropout and literacy, adjusting for confounders and testing their interaction. Positive attributes negatively predicted, and were negatively predicted by, the general factor of psychopathology and conduct problems in the cross-lagged panel model. Positive attributes (OR = 0.57, 95% CI [0.44, 0.73], p < 0.001) and specific conduct symptoms (OR = 2.33, 95% CI [1.64, 3.33], p < 0.001) predicted school dropout, whereas the general factor of psychopathology predicted lower literacy ability (β = - 0.08, 95% CI [- 0.11, - 0.05], p < 0.001). However, the protective association of positive attributes on school dropout decreases as the general factor of psychopathology increases. These findings provide new evidence that positive attributes and psychopathology mutually influence each other over development and have interactive effects on educational outcomes.
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Affiliation(s)
- Aline Romani-Sponchiado
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil.
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil.
| | - Pablo Vidal-Ribas
- Social and Behavioral Science Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, USA
| | - Rodrigo Affonseca Bressan
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Jair de Jesus Mari
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Eurípedes Constantino Miguel
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade de São Paulo (USP), São Paulo, SP, Brazil
| | - Ary Gadelha
- Laboratory of Integrative Neuroscience (LINC), Escola Paulista de Medicina, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Luis Augusto Paim Rohde
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- ADHD Outpatient Program & Developmental Psychiatry Program, Hospital de Clínicas de Porto Alegre, Federal University of Rio Grande Do Sul, Porto Alegre, RS, Brazil
| | - Sara Evans-Lacko
- Care Policy and Evaluation Centre, London School of Economics and Political Science, London, UK
| | - Giovanni Abrahão Salum
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
| | - Mauricio Scopel Hoffmann
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Care Policy and Evaluation Centre, London School of Economics and Political Science, London, UK
- Universidade Federal de Santa Maria, Santa Maria, RS, Brazil
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Campbell D, Wood C, Hall-Mills S. An examination of 3rd and 5th grade students' use of dialect specific forms during a written editing task. J Commun Disord 2023; 102:106303. [PMID: 36736202 DOI: 10.1016/j.jcomdis.2023.106303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 01/16/2023] [Accepted: 01/20/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE The goal of the current study was to examine the role of variety and frequency of dialectal features in relation to General American English (GAE) editing ability. This study focused on speakers of dialect-specific forms and their ability to edit to GAE. To gain insight into this relation, the following research questions were posed: (1). How do third and fifth-grade students differ in the variety of features of dialect-specific forms they use, the frequency of their use, and their editing ability to GAE? (2). Is there a significant relation between dialect use and editing ability? METHODS Participants included 68 third and fifth-grade students who produced at least one dialect-specific form. We measured students' ability to edit to GAE during a written editing task. Frequency and variety of dialect use were based on an oral language sample where students were asked to share their favorite game or sport. RESULTS Fifth-grade students are significantly better at editing written dialect specific forms to reflect GAE writing conventions as compared to third-grade students. However, there was not a significant difference in the dialect specific form usage between the two grades. Finally, there was not a significant relation between dialect specific form use and editing ability. CONCLUSIONS These results offer relevant clinical and educational implications for increasing cultural responsivity and promote the use of multiple measures across modalities to gain relevant information when assessing students who use dialect specific forms. Further, the results from this study provide further insights into how written editing ability exhibited through the awareness of GAE conventions improves with age despite the influence of dialect specific forms.
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Affiliation(s)
- Denisha Campbell
- School of Communication Science and Disorders, Florida State University, 201W. Bloxham, Tallahassee, FL 32306-1200, USA.
| | - Carla Wood
- School of Communication Science and Disorders, Florida State University, 201W. Bloxham, Tallahassee, FL 32306-1200, USA
| | - Shannon Hall-Mills
- School of Communication Science and Disorders, Florida State University, 201W. Bloxham, Tallahassee, FL 32306-1200, USA
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Yeşilyurt E, Vezne R. Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education. Educ Inf Technol (Dordr) 2023; 28:1-27. [PMID: 36688220 PMCID: PMC9845825 DOI: 10.1007/s10639-022-11311-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/14/2022] [Accepted: 08/29/2022] [Indexed: 06/17/2023]
Abstract
Even though there is an abundance of research on computer supported education (CSE), digital literacy (DL), technological literacy (TL), and internet literacy (IL), the correlation between them and their effect on each other have not been analyzed in the literature. However, no study has been conducted on the correlation between and effect of CSE, DL, TL, and IL and which additionally explains their relationship to each other. This study aims to analyze the effect levels among the latent variables of DL, TL, and IL, and the attitude toward applying CSE and these latent variables' ratios to each other. For this purpose, eight hypotheses were developed after reviewing the literature. A relational descriptive model is used to detect the presence and extent of covariance. The participants of this study were 510 prospective teachers. Exploratory and confirmatory factor analysis of the scales were performed. The hypotheses of the research were tested with the structural equation model. As a result, it was revealed that DL, TL, and IL together significantly affect and explain the attitude towards CSE. Different suggestions have been developed based on the results of the research.
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Affiliation(s)
- Etem Yeşilyurt
- Educational Faculty, Akdeniz University, Konyaaltı/Antalya, Turkey
| | - Rabia Vezne
- Educational Faculty, Akdeniz University, Konyaaltı/Antalya, Turkey
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Castillo A, Rivera-Hernandez M, Moody KA. A digital divide in the COVID-19 pandemic: information exchange among older Medicare beneficiaries and stakeholders during the COVID-19 pandemic. BMC Geriatr 2023; 23:23. [PMID: 36635684 PMCID: PMC9836741 DOI: 10.1186/s12877-022-03674-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Accepted: 12/05/2022] [Indexed: 01/14/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic resulted in unprecedented challenges for older adults. Medicare enrollment was already an overwhelming process for a high fraction of older adults pre-pandemic. Therefore, the purpose of this qualitative study was to gain understanding from community organizations and stakeholders about their pre-pandemic and during-pandemic experiences while adapting to continue offering insurance advice to seniors, what resources are available to seniors, and what needs to be done to help seniors make higher quality insurance choices in the Medicare program. In addition, we wanted to explore how the COVID-19 pandemic may have changed the ways that these stakeholders interacted with Medicare beneficiaries. METHODS We employed a qualitative strategy to gain a deep understanding of the challenges that these organizations may have faced while offering advice/counseling to older adults. We accomplished this by interviewing a group of 30 stakeholders from different states. RESULTS Every stakeholder mentioned that some older adults have difficulty making Medicare decisions, and 16 stakeholders mentioned that their system is complex and/or overwhelming for older adults. Twenty-three stakeholders mentioned that Medicare beneficiaries are often confused about Medicare, and this is more noticeable among new enrollees. With the onset of the pandemic, 22 of these organizations mentioned that they had to move to a virtual model in order to assist beneficiaries, especially at the beginning of the pandemic. However, older adults seeking advice/meetings have a strong preference for in-person meetings even during the pandemic. Given that the majority of the beneficiaries that these stakeholders serve may not have access to technology, it was difficult for some of them to smoothly transition to a virtual environment. With Medicare counseling moving to virtual or telephone methods, stakeholders discussed that many beneficiaries had difficulty utilizing these options in a variety of ways. CONCLUSIONS Findings from our interviews with stakeholders provided information regarding experiences providing Medicare counseling pre- and during-COVID-19 pandemic. Some of the barriers faced by older adults included a complex and overwhelming system, a strong preference for in-person meetings among beneficiaries, challenges with technology, and an increased risk of information overload and misinformation. While bias may exist within the study and sample, given that technology-savvy beneficiaries may not seek help from organizations our study participants work in, they show how the current Medicare system may impact vulnerable older adults who may need support with access to high-speed internet and digital literacy.
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Affiliation(s)
- Aaron Castillo
- grid.40263.330000 0004 1936 9094Brown University, Providence, Rhode Island USA
| | - Maricruz Rivera-Hernandez
- grid.40263.330000 0004 1936 9094Department of Health Services, Policy and Practice, Brown University School of Public Health, 121 S. Main St. 6th floor, Box G-121-6, Providence, Rhode Island 02912 USA ,grid.40263.330000 0004 1936 9094Center for Gerontology and Healthcare Research, Brown University School of Public Health, Providence, Rhode Island USA
| | - Kyle A. Moody
- grid.255936.e0000 0000 9620 1544Communications Media at Fitchburg State University, Room Number: CNIC 316, Fitchburg, MA 01420 USA
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Barratt-Pugh C, Hill S, Johnson NF, Barblett L, Parker A. Designing and Implementing a Family Literacy Program Through Smartphones: How Does Recruitment Method Influence Uptake and Attrition? Early Child Educ J 2022; 52:1-12. [PMID: 36597553 PMCID: PMC9801146 DOI: 10.1007/s10643-022-01433-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
Texting-based programs are increasingly used to support parents as their child's first teacher and create links between home and school. However, there is scant evidence about the influence of program implementation on parent uptake and attrition-a key component of such programs. This article describes the design and delivery of Kindytxt, a literacy-based text-messaging program for parents with a child at Kindergarten in Western Australia, and examines the influence of recruitment method, area socioeconomic status, and teacher participation on parent uptake and attrition. Results indicate that embedding Kindytxt into a well-established family literacy program provided the infrastructure and mechanism for extensive program reach, and the recruitment method, specifically the involvement of the kindergarten teacher, significantly influenced parent registration. However, attrition rates were not significantly affected by the area socioeconomic status of participating schools, recruitment method, nor teacher participation in Kindytxt. The results suggest that teacher involvement may be the crucial factor in enabling parents to access texting programs, regardless of the socioeconomic status of the school community. The design elements may be used to inform future program development, and the research results highlight the importance of documenting and including the method of delivery as variables in the evaluation of program implementation.
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Affiliation(s)
| | - Susan Hill
- School of Education, Edith Cowan University, Mt. Lawley, WA Australia
| | - Nicola F. Johnson
- School of Education, Edith Cowan University, Mt. Lawley, WA Australia
| | - Lennie Barblett
- School of Education, Edith Cowan University, Mt. Lawley, WA Australia
| | - Alia Parker
- School of Education, Edith Cowan University, Mt. Lawley, WA Australia
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Pamei G, Cheah ZRE, McBride C. Construct validity of international literacy measures: implications for dyslexia across cultures. J Cult Cogn Sci 2022; 7:1-15. [PMID: 36569412 PMCID: PMC9762670 DOI: 10.1007/s41809-022-00115-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 11/23/2022] [Accepted: 11/24/2022] [Indexed: 12/23/2022]
Abstract
Construct validity is essential to evaluate the generalizability of findings on literacy and dyslexia. Operational definitions of reading literacy determine the measurement method, yielding territory or country-wide literacy rates. This practice echoes the norm in diagnosis and prevalence estimates of dyslexia. International Large-Scale Assessments (ILSA) of literacy such as the Programme for International Student Assessment (PISA) compare countries' performances in relation to how well their students are reading. In this paper, we reexamine the validity claims and evidence using the examples of countries in Southeast Asia-Indonesia, Malaysia and Thailand, purported to have high proportions of poor readers. The challenge of characterizing reading performance and designing suitable measures for valid international comparisons is similar across phases of reading development and proficiency. The importance of the specificity of scripts and languages for reading abilities and impairments is highlighted. We suggest ways in which researchers can approach the assessment of reading proficiency from a cross-cultural and an interdisciplinary perspective. These can foster contextual caveats for generating and interpreting evidence.
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Affiliation(s)
- Gairanlu Pamei
- Department of Psychology, The Chinese University of Hong Kong, Ma Liu Shui, Hong Kong
| | - Zebedee Rui En Cheah
- Department of Psychology, The Chinese University of Hong Kong, Ma Liu Shui, Hong Kong
| | - Catherine McBride
- Department of Human Development and Family Science, Purdue University, West Lafayette, USA
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Meade MJ, Dreyer CW. How readable are orthognathic surgery consent forms? Int Orthod 2022; 20:100689. [PMID: 36117084 DOI: 10.1016/j.ortho.2022.100689] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 08/19/2022] [Accepted: 08/20/2022] [Indexed: 11/20/2022]
Abstract
BACKGROUND/OBJECTIVE The valid consent process for medical intervention requires the disclosure of information in a format that is easily understandable by the patient. The aim of this investigation was to assess the readability of orthognathic surgery informed consent forms (OSICFs). METHODS An online search methodology was conducted to identify OSICFs for analysis. The forms that satisfied inclusion/exclusion criteria were evaluated according to a standardised protocol. The readability of the content was assessed using three validated tools: the Simple Measure of Gobbledegook (SMOG) score, Flesch-Kincaid Grade-Level (FKGL) score and Flesch Reading Ease (FRE) score. RESULTS Most of the 26 evaluated OSICFs were sourced from websites within the United States (69.2%) and from oral and maxillo-facial surgery practices (76.9%). Two of the assessed forms were template OSICFs available from oral and maxillo-facial professional societies to its members. The scores from the three tools found that the content of 84.6% to 92.3% of the forms were "difficult" to read. The mean (SD) SMOG score for all evaluated OSICFs was 12.31(2.22) [95% CI: 11.42 to 13.21]. The SMOG and FKGL scores were closely correlated (r=0.99, P < 0.0001; 95% CI: 0.9864 to 0.9973). There was no association between SMOG scores and the number of words contained within each consent form (r=-0.047;95% CI: -0.44 to 0.36). CONCLUSIONS The OSICFs surveyed in this investigation failed to meet recommended readability levels. A significant number of patients are not likely to understand the information contained within the forms. Orthodontists are advised that poor literacy skills of their patients may preclude them from validly consenting to orthognathic surgery treatment procedures.
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Nan X, Wang Y, Thier K. Why do people believe health misinformation and who is at risk? A systematic review of individual differences in susceptibility to health misinformation. Soc Sci Med 2022; 314:115398. [PMID: 36327631 DOI: 10.1016/j.socscimed.2022.115398] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Revised: 08/20/2022] [Accepted: 09/23/2022] [Indexed: 11/06/2022]
Abstract
RATIONALE Health misinformation poses a significant threat to public health. Understanding why people believe health misinformation and who is at risk is crucial for developing effective interventions to reduce the harmful impact of misinformation. APPROACH We conducted a systematic review of published empirical research that examined individual differences in susceptibility to health misinformation, focusing on the psychological, demographic, and behavioral correlates of health misinformation susceptibility. To guide our review on psychological correlates, we developed an integrative psychological model of susceptibility to health misinformation based on one's ability and motivation to reason. RESULTS We identified 47 publications (61 empirical studies) that met our criteria. Our review suggests that subject knowledge, literacy and numeracy, analytical thinking (vs. intuitive thinking), and trust in science confer strong resistance to health misinformation, whereas conspiracy thinking, religiosity, conservative ideology, and conservative party identification are associated with more susceptibility to health misinformation. Demographically, older age and higher educational attainment predict less susceptibility to health misinformation, whereas racial minority status is associated with greater susceptibility. Behaviorally, relying on health professionals or scientists as information sources predicts less susceptibility to health misinformation, whereas social media use is associated with greater susceptibility. CONCLUSIONS Susceptibility to health misinformation is driven by multiple psychological processes. Interventions for reducing the spread and impact of health misinformation should be tailored to the psychological mechanism underlying susceptibility to health misinformation. Limited resources should be used to support interventions targeted at individuals at risk.
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Arjun S, Kothari B, Shah NK, Biswas P. Do weak readers in rural India automatically read same language subtitles on Bollywood films? An eye gaze analysis. J Eye Mov Res 2022; 15:10.16910/jemr.15.5.4. [PMID: 37908312 PMCID: PMC10615567 DOI: 10.16910/jemr.15.5.4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2023] Open
Abstract
Same Language Subtitling (SLS) of audio-visual content on mainstream TV entertainment to improve mass reading literacy was first conceived and piloted in India. SLS is now being scaled up nationally to ensure that the reading skills of one billion TV viewers, including 600 million weak readers, remain on a lifelong pathway to practice, progress, and proficiency. Will weak readers ignore or try to read along with SLS? Our eye-tracking study investigates this question with 136 weak readers drawn from a remote village in Rajasthan state by showing them popular Hindi film clips of dialog and songs, with and without SLS. We developed an interactive web-based visual analytics tool for exploring eye-tracking data. Based on an analysis of fixations, saccades, and time spent in the subtitle and non-subtitle areas, our main finding is that 70 percent of weak readers engaged in unprompted reading while watching film clips with SLS. We observed that saccadic eye movement is a good indicator to quantify the amount of reading with SLS, and saccadic regression can further differentiate weak readers. Eye-tracking studies of weak readers watching subtitles are rare, and ours may be the first with subjects from rural India.
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Affiliation(s)
| | - Brij Kothari
- Indian Institute of Management, Ahmedabad, India
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Turesky TK, Sanfilippo J, Zuk J, Ahtam B, Gagoski B, Lee A, Garrisi K, Dunstan J, Carruthers C, Vanderauwera J, Yu X, Gaab N. Home language and literacy environment and its relationship to socioeconomic status and white matter structure in infancy. Brain Struct Funct 2022; 227:2633-2645. [PMID: 36076111 PMCID: PMC9922094 DOI: 10.1007/s00429-022-02560-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 08/24/2022] [Indexed: 01/25/2023]
Abstract
The home language and literacy environment (HLLE) in infancy has been associated with subsequent pre-literacy skill development and HLLE at preschool-age has been shown to correlate with white matter organization in tracts that subserve pre-reading and reading skills. Furthermore, childhood socioeconomic status (SES) has been linked with both HLLE and white matter organization. It is important to understand whether the relationships between environmental factors such as HLLE and SES and white matter organization can be detected as early as infancy, as this period is characterized by rapid brain development that may make white matter pathways particularly susceptible to these early experiences. Here, we hypothesized that HLLE (1) relates to white matter organization in pre-reading and reading-related tracts in infants, and (2) mediates a link between SES and white matter organization. To test these hypotheses, infants (mean age: 8.6 ± 2.3 months, N = 38) underwent diffusion-weighted imaging MRI during natural sleep. Image processing was performed with an infant-specific pipeline and fractional anisotropy (FA) was estimated from the arcuate fasciculus (AF) and superior longitudinal fasciculus (SLF) bilaterally using the baby automated fiber quantification method. HLLE was measured with the Reading subscale of the StimQ (StimQ-Reading) and SES was measured with years of maternal education. Self-reported maternal reading ability was also quantified and applied to our statistical models as a proxy for confounding genetic effects. StimQ-Reading positively correlated with FA in left AF and to maternal education, but did not mediate the relationship between them. Taken together, these findings underscore the importance of considering HLLE from the start of life and may inform novel prevention and intervention strategies to support developing infants during a period of heightened brain plasticity.
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Affiliation(s)
- Ted K Turesky
- Harvard Graduate School of Education, Cambridge, MA, USA.
- Harvard Medical School, Boston, MA, USA.
| | - Joseph Sanfilippo
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
- School of Medicine, Queen's University, Kingston, ON, Canada
| | | | - Banu Ahtam
- Harvard Medical School, Boston, MA, USA
- Fetal-Neonatal Neuroimaging & Developmental Science Center, Division of Newborn Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
| | - Borjan Gagoski
- Harvard Medical School, Boston, MA, USA
- Fetal-Neonatal Neuroimaging & Developmental Science Center, Division of Newborn Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
| | - Ally Lee
- Harvard Graduate School of Education, Cambridge, MA, USA
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Kathryn Garrisi
- Harvard Graduate School of Education, Cambridge, MA, USA
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Jade Dunstan
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Clarisa Carruthers
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Jolijn Vanderauwera
- Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
- Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Xi Yu
- Beijing Normal University, Beijing, China
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, USA
- Harvard Medical School, Boston, MA, USA
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Carpenter RE, Coyne L, Silberman D, Takemoto JK. Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study. J Educ Eval Health Prof 2022; 19:29. [PMID: 36288796 PMCID: PMC9811131 DOI: 10.3352/jeehp.2022.19.29] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Abstract
PURPOSE The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education. METHODS Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed. RESULTS In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction. CONCLUSION Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.
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Affiliation(s)
- Rob Edwin Carpenter
- Soules College of Business, The University of Texas at Tyler, Tyler, TX, USA
| | - Leanne Coyne
- College of Pharmacy, West Coast University, Irvine, CA, USA
| | - Dave Silberman
- Program of Administrative Studies, Boston University Metropolitan College, Boston, MA, USA
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