Illuminating (digital) health literacy practices using applied linguistics

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Everyday Life ◽  
Conceptual Model ◽  
Health Knowledge ◽  
Literacy Practices ◽  
Qualitative Content Analysis ◽  
Digital Health ◽  
Organizational Contexts ◽  
Language Courses

Abstract Background Health literacy (HL) is key to making well-informed health decision in analogous and virtual social situations and organizational contexts. Multiple models and instruments of HL exist, but an in-depth understanding of the various HL-related everyday life situations and their digital and linguistic requirements are scarce. Here, the expertise of second language courses (SLC) can be of great value as they support newcomers acquiring the necessary skills for everyday communication, including health. In the project SCURA, funded by the German Federal Ministry for Education and Research, we explored the German SLC, attended by 2.1 million migrants and refugees since 2005, and developed interventions to promote HL in it. The aim is to understand what everyday situations require (digital) HL skills, what characterizes them and what can we learn for HL models and interventions. Methods We conducted a qualitative content analysis (Bowen 2009) of the 8 newest, approved German second language textbooks series, identified all tasks related to HL, analyzed the situation, topic, language skills, analogue/digital and HL dimension and compared the findings with the HLS-EU conceptual model of HL. Results We identified 180 HL-related communication situations, including 33 tasks related to digital HL. Compared to the HLS-EU conceptual model, the HL activities in SLC reveal a broad understanding of HL including physical, mental and social aspects of HL, linguistic, cultural and digital skills and even critical HL. 5 HL-related dimensions emerged: communication for health, health literacy, health knowledge, health behaviour and life-skills. The differentiation and activities can help to develop further models and interventions that target specific situations requiring digital HL more effectively. Conclusions The analysis of the SLC curricula specified the various (digital) HL-related everyday life situations and! the differentiated model helps to develop promising interventions.

scholarly journals Neglected assets in migrants’ health literacy promotion: Translanguaging and second language teacher

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Online Survey ◽  
Literacy Practices ◽  
Participant Observation ◽  
Group Discussion ◽  
Realist Review ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Courses

Abstract Background Providing health care to migrants and refugees can be difficult due to language discordance, divergent cultural preferences and low levels of health literacy (HL). To improve it, experts suggest promoting newcomers' HL in second language courses (SLC). Yet, little empirical evidence exists on the promotion HL in SLC exist, and the HL debate ignored the plurilingual and pluricultural competencies defined in the Common European Framework of Reference for Languages. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of HL in SLC and developed interventions to promote it. This study's purpose was to understand how HL is addressed in SLC, what teachers contribute and how first language and culture are used to promote HL. Methods In our multi-method study, we conducted a realist review of SLC (N = 13 interventions), document analyses of SLC teaching materials worldwide (N = 22) and of German textbook-series (N = 8*3), participant observation in two language courses (N = 100 hours), interviews (N = 15) and focus group discussion (N = 14) with German SLC teachers and an online survey (N = 25) among SLC teacher and triangulated our results. Results Four topics emerged: SLC material include various units on health stimulating HL development. Newcomers possess many assets (experiences, language and cultural skills) and show various strategies for using these assets to acquire new HL skills such as translanguaging, digital devices, social support. Teachers play a crucial role in promoting HL in informal conversations, by modelling and in developing interactive, asset-valuing HL-promoting activities. Conclusions HL interventions in SLC can draw from a wealth of assets and can be more promising by strengthening translanguaging and transculturing skills and providing discussion stimulating materials. Key messages Migrants’ health literacy practices are characterized by a unique use of translanguaging and transculturing. Second language teachers can promote migrants’ health literacy especially by facilitating learning opportunities that encourage them to use their assets.

scholarly journals Building health knowledge online: Parents’ online information searching on congenital heart defects

2017 ◽  
Vol 25 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Theres Bellander ◽  
Zoe Nikolaidou
Keyword(s):  
Health Literacy ◽  
Congenital Heart Defects ◽  
Congenital Heart ◽  
Health Knowledge ◽  
Literacy Practices ◽  
Meaning Making ◽  
Heart Defects ◽  
Digital Health ◽  
Online Information ◽  
Heart Defect

The study examines online searching as a digital health literacy practice and focuses on parents of children with congenital heart defects. Over the period of four years, we have conducted interviews with couples at different stages of pregnancy or parenthood and have encouraged them to reflect on their literacy practices when receiving a heart defect diagnosis, during the remaining time of their pregnancy and when living with a child with a heart defect. We have also read and analysed health blogs written by parents and focused on extracts where literacy events are described. Searching for information and support online is one of the most frequent practices amongst the participants in the study. The aim of this paper is therefore to highlight the complexity of looking for information online in order to take health decisions and provide care to a child with congenital illness. Based on what parents say they do when searching online, we focus on three main paths to knowledge: looking for medical facts, looking for other parents’ experiences and looking for practical information. We discuss digital health literacy practices as complex activities that often involve parents in the diagnosis and in the child’s medical care to such an extent that parents build up knowledge and become experts, not only in finding information and support but in talking and writing about their child’s illness. We also problematise the notion of trustworthy health information and show how facts and opinions often go hand in hand in platforms where health issues are discussed. Finally, we show some of the affordances and restrictions inherent in using the internet as a source for meaning making and learning about children’s health. The results reinforce our understanding of the socially framed nature of health literacy and make us focus on the digital as an additional important aspect in the practice of health literacy.

scholarly journals Migrants and refugees’ children’s role in promoting the family health literacy in second language courses

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Empirical Evidence ◽  
Health Knowledge ◽  
Participant Observation ◽  
Family Health ◽  
Good Health ◽  
Vulnerable Groups ◽  
Ministry Of Education ◽  
Language Courses

Abstract Background Recent research on health literacy (HL) stresses the importance of the social context for children's HL, especially among vulnerable groups such as migrants and refugees. However, reaching migrant is difficult, so experts recommend adult second language courses (SLC) as promising settings to promote HL of migrants and their families. Yet, empirical evidence of promoting family health literacy (FHL) in SLC is scarce. The project SCURA, funded by the German Federal Ministry of Education and Research, therefore aimed at exploring how FHL is addressed in SCL and to develop an FHL promoting intervention. Methods We conducted a mixed-method study, including a scoping study on empirical evidence of HL in SLC (N = 17), analyses of international curricula (N = 22) and of German textbooks (N = 24), participant observation in two SLC (100 hours), expert interviews (N = 15) triangulated the findings and conceptualized an FHL intervention. Results Whereas health is a preferred topic in SLC because it is interesting, and engaging and included in the standard SLC curricula, FHL is rarely targeted and not defined. Qualitative data reveal a vast scope of FHL related occasions offering possibilities to improve parents' health knowledge, communication skills and health literacy. Based on the results, we developed and implemented a multi-modal diversity sensitive FHL program, integrated into SCL, that targets parents' and children's physical, mental and social health topics, promotes FHL, and empowers migrant families to make good health decisions within their new context. Conclusions Currently, standard SLC rarely target FHL in the curriculum, but FHL topics are informally discussed. Hence, training teachers to use the upcoming FHL topics to teach the second language is a win-win-solution for it achieves both aims: increasing HL and language skills.

scholarly journals Digital Interventions to Improve Health Literacy Among Parents of Children Aged 0 to 12 Years With a Health Condition: Systematic Review (Preprint)

2021 ◽  
Author(s):  
Evalotte Mörelius ◽  
Suzanne Robinson ◽  
Diana Arabiat ◽  
Lisa Whitehead
Keyword(s):  
Health Literacy ◽  
Child Health ◽  
Health Behavior ◽  
Health Outcomes ◽  
Health Knowledge ◽  
Digital Health ◽  
Health Condition ◽  
Health Interventions ◽  
Parental Health ◽  
Child Health Outcomes

BACKGROUND Parental health literacy is associated with child health outcomes. Parents are increasingly turning to the internet to obtain health information. In response, health care providers are using digital interventions to communicate information to assist parents in managing their child’s health conditions. Despite the emergence of interventions to improve parental health literacy, to date, no systematic evaluation of the effectiveness of the interventions has been undertaken. OBJECTIVE The aim of this review is to examine the effect of digital health interventions on health literacy among parents of children aged 0-12 years with a health condition. This includes evaluating parents’ engagement (use and satisfaction) with digital health interventions, the effect of these interventions on parental health knowledge and health behavior, and the subsequent impact on child health outcomes. METHODS This systematic review was registered a priori on PROSPERO (International Prospective Register of Systematic Reviews) and developed according to the Joanna Briggs Institute methodology for systematic reviews. The databases CINAHL, MEDLINE, and PsycINFO were searched for relevant literature published between January 2010 and April 2021. Studies were included if they were written in English. A total of 2 authors independently assessed the search results and performed a critical appraisal of the studies. RESULTS Following the review of 1351 abstracts, 31 (2.29%) studies were selected for full-text review. Of the 31 studies, 6 (19%) studies met the inclusion criteria. Of the 6 studies, 1 (17%) was excluded following the critical appraisal, and the 5 (83%) remaining studies were quantitative in design and included digital health interventions using web-based portals to improve parents’ health knowledge and health behavior. Owing to heterogeneity in the reported outcomes, meta-analysis was not possible, and the findings were presented in narrative form. Of the 5 studies, satisfaction was measured in 3 (60%) studies, and all the studies reported high satisfaction with the digital intervention. All the studies reported improvement in parental health literacy at postintervention as either increase in disease-specific knowledge or changes in health behavior. Of the 5 studies, only 1 (20%) study included child health outcomes, and this study reported significant improvements related to increased parental health knowledge. CONCLUSIONS In response to a pandemic such as COVID-19, there is an increased need for evidence-based digital health interventions for families of children living with health conditions. This review has shown the potential of digital health interventions to improve health knowledge and behavior among parents of young children with a health condition. However, few digital health interventions have been developed and evaluated for this population. Future studies with robust research designs are needed and should include the potential benefits of increased parent health literacy for the child.

scholarly journals Exploring Children's Computer Literacy Practices Through a Digital Health Literacy Lens: A Pilot Study (Preprint)

2020 ◽  
Author(s):  
Lorie Donelle ◽  
Danica Facca ◽  
Shauna Burke ◽  
Bradley Hiebert ◽  
Emma Bender ◽  
...  
Keyword(s):  
Social Media ◽  
Health Literacy ◽  
Pilot Study ◽  
Young Children ◽  
Computer Literacy ◽  
Literacy Practices ◽  
Personal Information ◽  
Digital Health ◽  
Health Promotion Program ◽  
Digital Devices

BACKGROUND In our digitally driven age it is no surprise that children are becoming regular users of information and communication devices such as tablets, smartphones, and social media. Although a growing body of literature continues to investigate children’s use of these digital devices, attention to elements of children’s digital health literacy is limited. Digital health literacy, a more recent term for eHealth literacy, is the combination of diverse literacies and proficiencies needed to access and critically evaluate information within Web 1.0 and 2.0 contexts. A fundamental component of digital health literacy is computer literacy which involves context-specific elements such as a user’s distribution of personal information and exercise of privacy settings. OBJECTIVE The objective of this pilot study was to explore children’s computer literacy practices through their social media use. METHODS The study used a cross sectional survey with 42 young children aged six to 10 years who were enrolled in an after-school health promotion program in Southwestern Ontario, Canada. RESULTS Results indicated that young children share their personal information online through social media and download applications to the digital devices they use without consistent parental supervision or adult (teacher) oversight. CONCLUSIONS In order to support young children’s self-directed exploration and use of social media, deeper examination of computer literacy, among other aspects of digital health literacy, is warranted so parents, educators, and researchers alike can respect and support children’s learning and wellbeing as independent users of digital devices.

scholarly journals Digital Interventions to Improve Health Literacy Among Parents of Children Aged 0 to 12 Years With a Health Condition: Systematic Review

10.2196/31665 ◽  
2021 ◽  
Vol 23 (12) ◽  
pp. e31665
Author(s):  
Evalotte Mörelius ◽  
Suzanne Robinson ◽  
Diana Arabiat ◽  
Lisa Whitehead
Keyword(s):  
Health Literacy ◽  
Child Health ◽  
Health Behavior ◽  
Health Outcomes ◽  
Health Knowledge ◽  
Digital Health ◽  
Health Condition ◽  
Health Interventions ◽  
Parental Health ◽  
Child Health Outcomes

Background Parental health literacy is associated with child health outcomes. Parents are increasingly turning to the internet to obtain health information. In response, health care providers are using digital interventions to communicate information to assist parents in managing their child’s health conditions. Despite the emergence of interventions to improve parental health literacy, to date, no systematic evaluation of the effectiveness of the interventions has been undertaken. Objective The aim of this review is to examine the effect of digital health interventions on health literacy among parents of children aged 0-12 years with a health condition. This includes evaluating parents’ engagement (use and satisfaction) with digital health interventions, the effect of these interventions on parental health knowledge and health behavior, and the subsequent impact on child health outcomes. Methods This systematic review was registered a priori on PROSPERO (International Prospective Register of Systematic Reviews) and developed according to the Joanna Briggs Institute methodology for systematic reviews. The databases CINAHL, MEDLINE, and PsycINFO were searched for relevant literature published between January 2010 and April 2021. Studies were included if they were written in English. A total of 2 authors independently assessed the search results and performed a critical appraisal of the studies. Results Following the review of 1351 abstracts, 31 (2.29%) studies were selected for full-text review. Of the 31 studies, 6 (19%) studies met the inclusion criteria. Of the 6 studies, 1 (17%) was excluded following the critical appraisal, and the 5 (83%) remaining studies were quantitative in design and included digital health interventions using web-based portals to improve parents’ health knowledge and health behavior. Owing to heterogeneity in the reported outcomes, meta-analysis was not possible, and the findings were presented in narrative form. Of the 5 studies, satisfaction was measured in 3 (60%) studies, and all the studies reported high satisfaction with the digital intervention. All the studies reported improvement in parental health literacy at postintervention as either increase in disease-specific knowledge or changes in health behavior. Of the 5 studies, only 1 (20%) study included child health outcomes, and this study reported significant improvements related to increased parental health knowledge. Conclusions In response to a pandemic such as COVID-19, there is an increased need for evidence-based digital health interventions for families of children living with health conditions. This review has shown the potential of digital health interventions to improve health knowledge and behavior among parents of young children with a health condition. However, few digital health interventions have been developed and evaluated for this population. Future studies with robust research designs are needed and should include the potential benefits of increased parent health literacy for the child. Trial Registration PROSPERO International Prospective Register of Systematic Reviews CRD42020192386; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=192386

scholarly journals Conceptualizing health literacy promotion in second language courses based on a realistic review

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Basic Education ◽  
Theory Of Change ◽  
Local Health ◽  
Ministry Of Education ◽  
Language Courses ◽  
Education Courses ◽  
Relevant Factors

Abstract Background Second language courses (SLC) and adult basic education courses are considered appropriate settings for promoting health literacy (HL) of vulnerable and hard-to-reach migrants and refugees. Yet, these courses and the process of HL promotion in SCL are not yet empirically well-understood. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of SLC in HL promotion and developed interventions to improve the HL of newcomers. This study's aim was to analyze projects on HL promotion in SCL and to develop an empirically based theory of change. Methods We conducted a systematic literature search on HL and SCL on four databases (PubMed, PsycInfo, ERIC, google scholar) and a free online research. Two researchers screened titles, abstracts and full-text and identified 20 articles of 13 interventions eligible for a realistic review (Pawson 2005). We extracted the context and characteristics of the programs, methods, results, influences and triangulated the data to create a model. Results Despite the heterogeneous contexts, HL can be successfully promoted in SLC. The theory of change unfolds key program activities, outputs and outcomes, supporting factors and their relationships, and specifies the roles of teachers, health professionals, schools and students. The study reveals factors ensuring sustainability e.g. integrating health topics in the standard SLC, capacity building of teachers and institution, partnerships with local health services and focusing on language for health. Conclusions HL can be improved in SLC, but interventions need to adapt flexibly to the context and situation. Further relevant factors and process are depicted in the empirical-informed model facilitating the development of interventions and to advance the discussion on HL in SLC. Key messages Empirical data proves second language courses are adequate settings for promoting health literacy. The empirically-informed theory of change helps to guide the development of promising interventions to develop health literacy in second language courses.

Health Literacy and Long-Term Care Needs among Thai Elderly in Rural Communities

2020 ◽  
Vol 103 (12) ◽  
pp. 1315-1324
Keyword(s):  
Depressive Symptom ◽  
Health Literacy ◽  
Rural Communities ◽  
Long Term Care ◽  
Health Knowledge ◽  
Elderly Persons ◽  
Care Needs ◽  
Term Care ◽  
Study Results

Background: Factors related to long-term care needs have been studied widely, but there is limited research about the influence of health literacy on long-term care needs among the elderly in rural communities where the social context and care environment are uniquely different. Objective: To examine factors influencing long-term care needs among Thai elderly in rural communities. Materials and Methods: The present study used the cross-sectional design. The study sample included 477 elderly persons, who were members of the communities in Nakhon Ratchasima Province. Multi-stage random sampling was used to select participants. They were interviewed using the demographic and health information questionnaire, the Thai Geriatric Depression Scale (TGDS), the health literacy scale of Thai adults and long-term care needs questionnaire. The selected factors examined as independent variables included some demographic factors, depressive symptom, and health literacy. Results: The present study results revealed significant positive relationships existing between long-term care needs with age and depressive symptom, while negative relationships between income and health literacy were reported. A hierarchical multiple regression analysis indicated that four of nine determinants of long-term care needs: age, depressive symptom, health knowledge and understanding, and ability managing their health condition significantly predicted long-term care needs at a level of 18% (R² adjusted=0.18, p<0.001). Conclusion: The present study results showed associations between personal and health literacy factors with long-term care needs. These findings prove that it is vitally important for healthcare professionals to consider the rural elderly’s mental health status and health literacy when providing care and planning treatment. Keywords: Health literacy, Long-term care needs, Rural community

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