What is health literacy?
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Comprehension↗
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Views from the field: program directors' perceptions of teacher education and the education of students who are deaf or hard of hearing.
Arandom sample of directors of programs for the deaf in North America were surveyed to get their views about the skills that teacher education programs need to be teaching future teachers of students who are deaf or hard of hearing. The directors were queried about literacy practices, classroom management strategies, and communication strategies used in their programs, and were encouraged to comment freely on the questionnaire items presented to them. Program directors predicted a need for more itinerant and resource teachers. The survey also revealed that programs for the deaf are highly behaviorist (i.e., You do this and you'll get that) in the way they induce students to learn and in how they manage student behavior.
Administrative Personnel↗
A study of the level of knowledge about diabetes management of low-income persons with diabetes.
Diabetes education has proven to be an effective intervention for the management of diabetes. Persons with lower education levels, the majority of whom have low incomes, receive less diabetes self-management education (DSME) than their peers. This study compared the diabetes knowledge level of low-income adults who did not have a high school diploma or general equivalency diploma with those who did. We conducted a survey among residents of 4 low-income neighborhoods in Cincinnati, Ohio, using a cross-sectional descriptive design. Surveys included information related to diabetes self-management and level of education. The only questions for which there was a significant difference between the 2 groups were those pertaining to the causes and treatment of hypoglycemia. Survey results were used to validate the need for a DSME program for low-income adults in Cincinnati, Ohio. A DSME program was developed specifically for persons with low literacy.
Adult↗
Haiti. Educating factory workers.
There are approximately 50,000 workers employed in the light assembly industry in Haiti. About 70% are women, the majority of whom are aged between 25 and 34 years, and are either single or in a nonpermanent relationship with the father of their children. Many live and work in appalling conditions, surviving on very low wages to support several children and an extended family. The acquired immunodeficiency syndrome (AIDS) is now a visible problem in many factories. In October 1988, the Center for the Promotion of Women Workers (Centre de Promotion des Femmes Ouvriers/CPFO) launched a pilot AIDS education program for factory women. The Center, based in a large industrial zone near the airport, runs a health clinic and courses in literacy, communications skills, health promotion and family planning. The new AIDS program allowed CPFO staff to gain entry into factories for the 1st time. Other courses were held outside working hours and outside factory premises. Staff contacted manages by telephone to arrange a meeting to discuss AIDS and to ask permission to hold educational "round tables" with workers. Of 18 managers in the factories approached over a 12-month period, only 2 refused entry to CPFO staff. Almost all managers reported they had registered between 2 and 5 deaths from AIDS among their employees over the past couple of years. A total of 85 educational sessions, each lasting about 2 hours, were held within 28 different factories, community or labor organizations reaching 3063 workers (male and female). In each session, the presentation was carried out by 2 CPFO trained monitors and included a slide show, flip charts, and the video "Met ko," originally produced for Haitian immigrants in New York. The most important aspect of the program was the training of 38 volunteer factory-based health promoters. These promoters attended the round table sessions, where they facilitated discussion and distributed condoms and were subsequently available for counseling co-workers. Initially, the Center intended to recruit only literate women as promoters, but several nonliterate women were selected for training by labor organizations 18 hours of tuition and discussion of AIDS/human immunodeficiency virus were held over 2 1/2 weeks, including sessions on group dynamics and organizational skills. To improve communications skills, sessions included role play exercises which were videotaped and played back to trainees. Training in communication skills also helps promoters participate in activities aimed at supporting a broader range of workers' rights.
Acquired Immunodeficiency Syndrome↗
Psychology of computer use: X. Effect of learning Logo on children's problem-solving skills.
A natural experiment was used to determine whether learning the computer language Logo improves children's problem-solving strategies outside of the Logo context. 8-yr.-olds who learned Logo in school were found to use both debugging techniques and procedurality in their computer programming. They and a group of control children of the same age were pre- and posttested on a game requiring debugging skills (Mastermind) and another game requiring procedural skills (Tower of Hanoi). Boys, but not girls, trained in Logo showed an improvement in debugging skills relative to the control children. Improvement in procedural skills was not related to training in Logo. The results were discussed in terms of distance of transfer, degree of expertise, and the basis of sex differences in computer programming.
Child↗
Measuring patients' ability to read and comprehend: a first step in patient education.
Recent reports released by the U.S. Department of Education indicate that approximately 90 million adults have poor reading and comprehension skills. This information highlights the importance of considering the literacy level of clients when planning patient education programs. The purpose of this investigation was to measure, in urban public clinics, the discrepancy between a self-report of the highest grade completed in school and the actual reading and comprehension levels of patients, measured by the WRAT and CLOZE. Twenty-five subjects, 22 African Americans and 3 Caucasians, participated in this study. The findings indicated that, even though the self-reported highest grade completed showed a mean of twelfth grade, the actual mean reading level was below eighth grade. The results on comprehension showed that 52% (N = 13) of the subjects needed additional instructions after reading materials and 24% were unable to comprehend what they read. The demographics of people with poor literacy skills suggests that they represent a significant proportion of health care consumers who visit health departments, primary care facilities, and community-based health centers (Baker, Newton, & Bergerstresser, 1988).
Adult↗
Measuring patients' ability to read and comprehend: a first step in patient education.
Recent reports released by the U.S. Department of Education indicate that approximately 90 million adults have poor reading and comprehension skills. This information highlights the importance of considering the literacy level of clients when planning patient education programs. The purpose of this investigation was to measure, in urban public clinics, the discrepancy between a self-report of the highest grade completed in school and the actual reading and comprehension levels of patients, measured by the WRAT and CLOZE. Twenty-five subjects, 22 African Americans and 3 Caucasians, participated in this study. The findings indicated that, even though the self-reported highest grade completed showed a mean of twelth grade, the actual mean reading level was below eighth grade. The results on comprehension showed that 52% (N = 13) of the subjects needed additional instructions after reading materials and 24% were unable to comprehend what they read. The demographics of people with poor literacy skills suggests that they represent a significant proportion of health care consumers who visit health departments, primary care facilities, and community-based health centers.
Adult↗
[The concept of practical teaching of medical informatics at the Medical School of Palacký University in Olomouc].
The method and conditions of medical information technology teaching represent a direct reflection of both significant progress of information technology and change in public approach to computer techniques. Over the years, the content of the course has been changed to a large extent. It is a result of the existing wide scale of available program products, modernization of local computer network and information technology classrooms and especially common attempt to availability of Internet. The computer-literacy of students is increasing as well as the number and quality of specialized teaching programs and demands of theoretical subjects of study. However the level of computer-literacy of individual students is getting to be widely different. In answer to this situation our institute reacts by some measures, described here. The aim of this paper is to raise a discussion about them and about this issue and to learn more about the approaches and practise in other institutes. In our opinion, a general integration of the main features of the medical information technology teaching courses at Medical Faculties would be the most effective result.
Czech Republic↗
Undergraduate computer literacy. Evaluation and intervention.
Undergraduate nursing students (juniors) entering an upper division nursing program were asked to rate their overall computer skill, ability to use word processing, spreadsheet, presentation/graphics programs, and their ability to use the Internet and e-mail. Because of the number of students who rated themselves as not computer literate an intervention was planned. A graduate student, using a tutorial manual, worked with students for six 1.5-hour skill-enhancing sessions during their first semester. After the sessions students again rated their skill levels. An analysis of the before and after data showed a mean gain score of 5.5 points, with each skill showing a significant increase from the before to the after assessment.
Adult↗
Communication skills and undergraduate psychiatry: a description of an innovative approach to prepare Australian medical students for their clinical psychiatry attachment.
OBJECTIVE: To address the increasing diversity in the linguistic and ethnic backgrounds of medical students at the University of Melbourne, a program was developed to prepare students for the particular challenges in cultural literacy and idiomatic English language proficiency, especially when exploring sensitive areas of patients' personal history. The authors outline the University of Melbourne program and present two case studies. RESULTS: Post hoc confidential survey of students' appraisals of the program is presented. CONCLUSION: The survey found a high level of acceptance and approval among most students.
Adult↗
Genetics in occupational therapy education: a survey of professional entry-level programs.
PURPOSE: Advances in genetics indicate a need for occupational therapists to develop literacy and skills in genetics as it relates to lifestyle and occupation. The purpose of this study is to identify genetics content areas taught, instructional methods used, and the importance of teaching genetics at the entry-level in occupational therapy curricula. METHOD: A questionnaire was sent to all entry-level occupational therapy educational programs (N=157). Structured mailing and follow-up were used. RESULTS: The response rate was 63.9%. Most respondents (47%) rate teaching genetics as "moderately important." Genetics content is predominately taught at the introductory or knowledge level rather than at the integration and application level. Respondents indicate a lack of time and space for genetics content and of faculty interest and expertise. DISCUSSION: As occupational therapy practice evolves to include new genetics, curriculum change will need to be implemented. Development of teaching materials and methods addressing genetics is recommended.
Curriculum↗
Primary prevention of disordered eating among preadolescent girls: feasibility and short-term effect of a community-based intervention.
OBJECTIVE: To evaluate a community-based intervention aimed at the primary prevention of disordered eating among preadolescent girls. DESIGN: Girl Scout troop members were randomized into control and intervention groups. Program feasibility and effect at postintervention and 3-month follow-up were evaluated. SUBJECTS/SETTING: 226 girls (mean age = 10.6 years, standard deviation = 0.7) from 24 Girl Scout troops. INTERVENTION: Six 90-minute sessions focusing on media literacy and advocacy skills. MAIN OUTCOME MEASURES: Evaluation focused on program satisfaction and short-term effect on dieting behaviors, body image attitudes, and media knowledge, attitudes, and habits. STATISTICAL ANALYSES: Performed t tests, chi 2 tests, and analyses of covariance including troop as a random source of variation. RESULTS: At baseline, 29% of the girls were trying to lose weight. The program had a notable positive influence on media-related attitudes and behaviors including internalization of sociocultural ideals, self-efficacy to impact weight-related social norms, and print media habits. A modest program effect on body-related knowledge and attitudes was apparent at post-intervention (i.e., on body size acceptance, puberty knowledge, and perceived weight status) but not at follow-up. Significant changes were not noted for dieting behaviors, but they were in the hypothesized direction. Satisfaction with the program was high among girls, parents, and leaders. APPLICATIONS/CONCLUSIONS: It is feasible to use community youth settings, such as the Girl Scouts, to implement interventions to prevent disordered eating behaviors. The program led to positive trends in outcome variables; however, longer and more intensive interventions are needed for lasting changes in body image and dieting behaviors.
Body Image↗
Computer education: attitudes and opinions of first-year medical students.
Students' attitudes toward medical informatics were evaluated with self-administered questionnaires, answered by 140 (77%) first-year medical and dental students. Fourteen per cent classified their computer literacy as negligible and 49% as deficient. Ninety-six per cent had used a computer before and 59% used one regularly. Nineteen per cent had computer education in secondary school and a further 16% attended courses given by a computer company. Only 16% read regularly about informatics. These results are similar to those observed in more industrialized countries, except that high-school education is more deficient. To 93% of these students, computer literacy is important for doctors, and to 85% computers may be very useful in many areas of health care. In the opinion of 66% of students, the computer-based patient record will be available within the next 3 to 10 years. Women showed lesser computer literacy (77% computer illiteracy to 39% in men), but there were no relevant differences in attitudes, behaviour and beliefs towards medical informatics between gender, for the same level of computer literacy. Computer education in the undergraduate curriculum was demanded by 92%, and 75% of these preferred an elective course. Weekly hours suggested for lectures should be 1 (54%) or 2 (42%), and for hands-on practice 2 (54%) or 4 (31%) hours. The curriculum should include medical applications (83% of students), information science theory and technology (44%), micro-informatics (44%), bibliographic database search (27%), programming languages (23%) and statistical packages (23%). Gender, computer literacy or course did not correlate significantly with students' opinions about the contents of undergraduate education.
Attitude of Health Personnel↗
Enhancing early literacy skills for preschool children: bringing a professional development model to scale.
A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children per class). The inability to randomize children to classrooms was addressed by examining children's performance for teachers who were control teachers in Year 1 and target teachers in Year 2. We also compared teachers with 2 years of training with teachers with 1 year of training and with control teachers. Greater gains were found for children in target classrooms than for those in control classrooms for all skills, but particularly for language skills, in Year 2, and this varied by program site. The presence of a research-based early literacy curriculum, higher levels of teacher education, and full-day versus half-day programs were significant moderators of intervention effectiveness. The challenges of implementing a statewide initiative across programs that varied in their readiness to implement a cognitively rich experience for preschool children are discussed.
Age Factors↗
Educational attainment but not literacy is associated with HIV risk behavior among incarcerated women.
PURPOSE: To identify the educational factors associated with HIV risk behaviors among incarcerated women. METHODS: We evaluated a cohort of female detainees at The Rhode Island Adult Correctional Institute between July and September 2004. Among the 423 women who participated in the study, 55% did not have a high school diploma, 29% had < or = 8th grade reading capacity, 32% had a learning disability, 37% had problem drinking, and 61% (257/423) reported HIV risk behavior. RESULTS: In multiple logistic regression, participants who had completed high school had the lowest likelihood of HIV risk behavior (adjusted odds ratio [OR] 0.35, 95% confidence interval [CI] 0.12-1.00). There was no association between participants? literacy level and HIV risk behavior (adjusted OR 2.02, 95% CI 0.83-4.92). CONCLUSIONS: Correctional education programs to reduce HIV risk behavior should focus on those with low educational attainment irrespective of literacy skills.
Adult↗
In pursuit of computer literacy in health management education.
Computer literacy skills are essential tools students must possess to do well in computer-related and quantitative courses, and to be effective health managers. Many health management education programs are faced with the challenge of finding an ideal framework for teaching computer literacy courses. Recently, Austin and Malec (1990) proposed an instructional method for teaching computer literacy. This method was used for three consecutive semesters to teach the computer literacy course offered at Sangamon State University. A case analysis technique was utilized to assess of the effectiveness of this method. A pre-test and post-test design was used in the study. Post-test scores were found to be significantly higher than pre-test scores. Improvements in students' attitudes toward computers were noticed in the areas pertaining to how they view their competency levels. Overall, the data for this study suggest that this instructional method is effective for teaching computer literacy to adult students who have had limited exposure to computers.
Attitude to Computers↗
Messages in hand: puppetry for development.
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Asia↗
Computer graphics and developmental theory: a powerful partnership.
Educating student nurses to successfully use computer technology involves conscientious planning from nursing faculty responsible for curriculum integration. Many computer elements may be considered such as computer literacy, word processing, and computer assisted instruction. Database programs, spreadsheet applications, and statistical packages are also often incorporated into curriculum integration efforts. Computer graphics and desk-top publishing can also be used as an effective teaching strategy. The following describes an attempt to combine a creative teaching approach for developmental theory within a course on human development while expanding on students' computer skills in the field of computer graphics.
Computer Graphics↗