The 10 most recently published documents
The health literacy (HL) facet Access to health information is measured in the European Health Literacy Survey (HLS-EU-Q47) by 12 items. To assess Access, we developed adapted item formulations for COVID-19 infection prevention (COVID-19-IP) and early childhood allergy prevention (ECAP) in addition to the original 12 items on General Health (GH). N = 343 (expectant) mothers of infants answered the items in an online assessment. Confirmatory structural analyses for ordinal data were adopted (WLSMV-algorithm). Women’s item ratings varied significantly across domains (η2 = .017–.552). Bi-factor models exhibited the best data fit (GH/COVID-19-IP/ECAP: CFI = .964 /.968/.977; SRMR: .062/.069 /.035): The general factor Access most strongly determined item information. Additionally, three subfactors contributed significantly (but rather weakly) to the item information in each domain. The overall score Access proved to be internally consistent (McDonald’s ωGH/COVID-19-IP/ECAP = .874/.883 /.897) and was associated with socioeconomic state (McArthur scale; rGH/COVID- 19-IP/ECAP = .218 /.210/.146). Access correlated not or only weakly with the other HL facets Understand, Appraise, and Apply. The health domains GH, COVID-19-IP, and ECAP moderated both the difficulty and the dimensional structure of the 12 Access items. This suggests that in the HLS-EU Access reflects not only the search competence but also the availability of health information.
(1) Background: Health literacy is considered a personal asset, important for meeting health-related challenges of the 21st century. Measures for assisting students’ health literacy development and improving health outcomes can be implemented in the school setting. First, this is achieved by providing students with learning opportunities to foster their personal health literacy, thus supporting behavior change. Second, it is achieved by measures at the organizational level promoting social change within the proximal and distal environment and supporting the school in becoming more health-literate. The latter approach is rooted in the concept of organizational health literacy, which comprises a settings-based approach aiming at changing organizational conditions to enhance health literacy of relevant stakeholders. The HeLit-Schools project aims to develop the concept of health-literate schools, describing aspects that need to be addressed for a school to become a health-literate organization. (2) Method: The concept development builds on existing concepts of organizational health literacy and its adaptation to the school setting. (3) Results: The adaptation results in the HeLit-Schools concept describing a health-literate school with eight standards. Each standard depicts an area within the school organization that can be developed for fostering health literacy of school-related persons. (4) Conclusions: The HeLit-Schools concept offers an approach to organizational development for sustainably strengthening health literacy.
Objectives
To validate the patient-reported measure of Social Support Perceived by Patients Scale-Nurses (SuPP-N).
Design/setting
A secondary data analysis based on a cross-sectional breast cancer patient survey in 83 German hospitals. Patients were asked to give written informed consent before they were discharged. If they agreed to participate, the questionnaire was sent via mail to their home address after discharge.
Participants
Of 5583 eligible patients, 4841 consented to participate in the study and 4217 returned completed questionnaires (response rate: 75.5 %). For the data analysis n=3954 respondents were included. On average, participants were 60 years old and mostly in cancer stages I and II
Primary and secondary outcome measures
Perceived social support was assessed with a three-item patient-reported scale (SuPP-N). Convergent validity and criterion-related validity were tested using the following constructs: trust in nurses, trust in the treatment team (Wake Forest Physician Trust Scale, adapted), quality of life (European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire), processes organisation, availability of nurses.
Results
The structural equation model (SEM) assuming a one-dimensional structure of the instrument showed acceptable goodness of fit (root mean square error of approximation=0.04, Comparative Fit Index=0.96 and Tucker-Lewis Index=0.96; factor loadings ≥0.83). Hypothesis–consistent correlations with trust in nurses (beta=0.615; p<0.01) and trust in the treatment team (beta=0.264; p<0.01) proved convergent validity. Criterion-related validity was proved by its association with patients’ quality of life (beta=−0.138; p<0.01), processes organisation (beta=−0.107; p<0.01) and the availability of nurses (beta=0.654; p<0.01).
Conclusion
The results of the SEM identify potential important factors to foster social support by nurses in cancer care. In patient surveys, the SuPP-N can be used efficiently to measure patient-reported social support provided by nurses. The use of the scale can contribute to gain a better understanding of the relevance of social support provided by nurses for patients and to detect possible deficits and derive measures with the aim of improving the patient–nurse interaction.
Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens.
Rezension
(2014)
Der Diskurs um Schreibende, Textproduktion und Genres in Studium und Berufsausbildung ist in den letzten zehn Jahren in der deutschsprachigen Fachliteratur extensiver, gleichzeitig aber auch intensiver geworden. Bis ungefähr zur
Jahrtausendwende gab es einen klaren Fokus auf dem schulischen Schreiben,
oft reduziert auf traditionelle Genres der Institution Schule oder auf das Überarbeiten als eine spezielle Phase der Textproduktion mit verstärktem Interaktionscharakter zwischen Peers und Lehrperson. Publikationen die sich dem schulischen Schreiben als komplexem Zusammenspiel von Schreibentwicklung,
ganzheitlichem Schreibhandeln und institutionellen Rahmenbedingungen widmeten (z. B. Merz-Grötsch 2000), waren noch recht selten.
Appropriate parental health literacy (HL) is essential to preventively maintain and promote child health. Understanding health information is assumed to be fundamental in HL models. We developed N = 67 items (multiple-choice format) based on information materials on early childhood allergy prevention (ECAP) and prevention of COVID-19 infections to assess the parental HL facet Understand. N = 343 pregnant women and mothers of infants completed the items in an online assessment. Using exploratory factor analysis for ordinal data (RML estimation) and item response models (1-pl and 2-pl model), we proved the psychometric homogeneity of the item pool. 57 items assess the latent dimension Understand according to the assumptions of the 1-pl model (weighted MNSQ < 1.2; separation reliability = .855). Person parameters of the latent trait Understand correlate specifically with subjective socioeconomic status (r = .27), school graduation (r = .46), allergy status (r = .11), and already infected with COVID-19 (r = .12). The calibrated item pool provides a psychometrically sound, constructvalid assessment of the HL facet Understand Health Information in the areas of ECAP and prevention of COVID-19 infections.
Kann eine mehrsprachige Ausbildung von angehenden Fremdsprachenlehrkräften die sprachlichen Kompetenzen fördern? Werden Sprachvergleiche als lernförderlich wahrgenommen? Wie wirken sich eigene Lernerfahrungen auf die Einstellungen und Handlungsdispositionen aus? Eva Nelz untersucht dies im Rahmen einer experimentellen Studie zur Wirksamkeit einer mehrsprachigen Lerngelegenheit, die im Rahmen des Promotionskollegs CURIOUS der School of Education FACE entstanden ist.
Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.
What Skills Do Addiction-Specific School-Based Life Skills Programs Promote? A Systematic Review
(2022)
In school-based addiction prevention, life skills programs (LSPs) have been established since the 1990s. The scientific evidence regarding program effectiveness is in parts unclear. This review links life skills not to behavioral outcomes but to three facets of the self: the affective evaluative, the dispositional & dynamic, and the cognitive descriptive facet of the self. This complements the evidence on behavioral outcomes. In a systematic literature search we have identified drug-specific life skills programs in German language and their evaluation studies. We have mapped the instruments used to assess effectiveness of the LSP on three facets of the self, which are site of action of intrapersonal skills. We identified six comparable life skills programs that have been evaluated at least once. In five of these programs, different facets of life skills have been assessed with a total of 38 different measurement instruments. We found that improvements in affective evaluative and dispositional & dynamic facets of the self could be stimulated by LSPs, complementing previous evidence focusing on behavioral outcomes. Conclusion: Numerous instruments have been used that are not directly comparable but can be categorized by facets of the self. As a result, it is found that life skills programs can have an impact on building attitude and the shaping of intrapersonal skills. Interpersonal competencies such as communication skills and empathy have not been measured. Furthermore, a consensus on measurement instruments for life skills should be found.
The COVID-19 pandemic has posed significant challenges to (expectant) mothers of infants in terms of family health protection. To meet these challenges in a health literate manner, COVID-19 protective measures must be considered important and must also be implemented appropriately in everyday life. To this end, N = 343 (expectant) mothers of infants indicated (a) how important they considered 21 COVID-19 infection prevention measures, and (b) how well they succeeded in implementing them in their daily life (20 measures). We performed data analysis using exploratory factor analysis for ordinal data and latent class analysis. One- and two-dimensional models (CFI = .960 / .978; SRMR = .053 / .039) proved to appropriately explain maternal importance ratings. The items on successfully applying COVID-19 measures in daily life can be modeled by the 5 factors hygiene measures, contact with other people, public transportation, staying at home, and checking infection status (CFI = 0.977; SRMR = .036). Six latent classes can be distinguished. Despite the largest class (39 %), classes are characterized by selective or general applicability problems. Classes reporting problems in the applicability of the measures rated them as generally less important (η = .582). Assessing and modelling importance and applicability of COVID-19 prevention measures allows for a psychometrically sound description of subjective perceptions and behaviors that are crucial for health literate practice in maternal daily life.