Concept mapping as an approach for expert-guided model building: The example of health literacy

Soellner, Renate; Lenartz, Norbert; Rudinger, Georg

doi:10.1016/j.evalprogplan.2016.10.007

Cited by 41 publications

(50 citation statements)

References 24 publications

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“…There are several conceptualizations of systems thinking in education. 1970's [21][22][23][145][146][147][148][149] To develop health literacy enhancing interventions and to develop and validate of measurement tools.…”

Section: Systems Thinkingmentioning

confidence: 99%

“…The relationship between argumentation -critical evaluation of argumentsand the IHC Key Concepts Framework is illustrated in Figure 3. The purposes of four of the evidence-based health care frameworks were also somewhat similar to the purpose of the IHC Key Concepts Framework: health literacy [21][22][23][145][146][147][148][149] , the Evidence-based practice (EBP) core competencies 26 , GRADE 25,30,154-160 , and critical appraisal tools 29,166-179 . Figure 4 illustrates the relationship between the evidence-based practice framework and the IHC Key Concepts Framework.…”

Section: Catalogue Of Biasesmentioning

confidence: 99%

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Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Oxman

García

2020

F1000Res

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Background: The Informed Health Choices (IHC) Key Concepts are principles for evaluating the trustworthiness of claims about treatment effects. The Key Concepts provide a framework for developing learning-resources to help people use the concepts when treatment claims are made, and when they make health choices. Objective: To compare the framework provided by the IHC Key Concepts to other frameworks intended to promote critical thinking about treatment (intervention) claims and choices. Methods: We identified relevant frameworks from reviews of frameworks, searching Google Scholar, citation searches, and contact with key informants. We included frameworks intended to provide a structure for teaching or learning to think critically about the basis for claims, evidence used to support claims, or informed choices. For a framework to be included, there had to be a description of its purpose; a list of concepts, competences, or dispositions; and definitions of key terms. We made independent assessments of framework eligibility and extracted data for each included framework using standardised forms. Results: Twenty-two frameworks met our inclusion criteria. The purpose of the IHC Framework is similar to that of two frameworks for critical thinking and somewhat similar to that of a framework for evidence-based practice. Those frameworks have broader scopes than the IHC Framework. An important limitation of broad frameworks is that they do not provide an adequate basis (concepts) for deciding which claims to believe and what to do. There was at most some overlap between the concepts, competences, and dispositions in each of the 22 included frameworks and those in the IHC Framework. Conclusions: The IHC Key Concepts Framework appears to be unique. Our review has shown how it and other frameworks can be improved by taking account of the ways in which other related frameworks have been developed, evaluated, and made useful.

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Section: Systems Thinkingmentioning

confidence: 99%

Section: Catalogue Of Biasesmentioning

confidence: 99%

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Oxman

García

2020

F1000Res

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“…Health literacy was measured using Lenartz's German questionnaire on health literacy. The questionnaire depicts the structural model of health literacy developed by Lenartz, Soellner and colleagues [52,53] and comprises 29 items representing the six "advanced skills" of the model: "self-perception", "proactive approach to health", "dealing with health information", "self-control", "self-regulation", and "communication and cooperation". The possible answers are "not correct at all", "rather not correct", "rather correct", and "correct" (scale 1-4).…”

Section: Methodsmentioning

confidence: 99%

“…The values are calculated by averaging [52]. The questionnaire proved to be reliable (Cronbach's α for the six "advanced skills" = 0.70-0.89) [53] and the model was cross-validated with different samples [52][53][54].…”

Section: Methodsmentioning

confidence: 99%

Engagement with a Web-Based Health Promotion Intervention among Vocational School Students: A Secondary User and Usage Analysis

Stassen

Grieben

Froböse

et al. 2020

IJERPH

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Engagement with web-based interventions is both generally low and typically declining. Visits and revisits remain a challenge. Based on log data of a web-based cluster randomized controlled trial conducted in vocational schools, the present secondary analysis aimed to identify influencing factors on initially logging in to a health promotion platform among young adults and to examine the engagement over the course of an eight-week intervention. Data of 336 students (62.2% female, age span 18–25) from two intervention arms (web-based intervention and web-based intervention with an additional initial face-to-face contact) was included. Binary logistic regression and log-data visualization were performed. An additional initial face-to-face contact (odds ratio (OR) = 2.971, p = 0.005), female sex (OR = 2.237, p = 0.046) and the health-related skill “dealing with health information” (OR = 2.179, p = 0.030) significantly increased the likelihood of initially logging in. Other variables showed no influence. 16.6% of all potential users logged in at least once, of which 57.4% revisited the platform. Most logins were tracked at the beginning of the intervention and repeated engagement was low. To increase the engagement with web-based interventions, health-related skills should be fostered. In addition, a strategy could be to interlink comparable interventions in vocational schools more regularly with everyday teaching through multi-component interventions.

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“…Concept mapping studies have been utilised for different purposes such as program planning (Miller, Grise‐Owens, Addison, Marshall, Trabue & Escobar‐Ratliff, ), program evaluation (Orsi, ) and conceptual development (Soellner, Lenartz & Rudinger, ). Participants have been students, teachers and parents in the same school (Haymovitz, Houseal‐Allport, Lee & Svistova, ) and parents, practitioners and administrators concerned about parent enrolment of children in preventive programs (Houle, Besnard, Berube & Dagenais, ).…”

Section: Introductionmentioning

confidence: 99%

Social justice competencies for counselling and psychotherapy: Perceptions of experienced practitioners and implications for contemporary practice

Brown

Wiendels

Eyre

2019

Couns and Psychother Res

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The purpose of the present study was to identify social justice competencies from the perspective of psychotherapists engaged in therapeutic practice. Twenty‐five therapists were asked, “What social justice competencies do psychotherapists need?” Responses were analysed using the concept mapping method. Nine participants grouped all unique interview responses into groups. Multidimensional scaling and cluster analysis were applied. The six competency areas identified included community activism, political influence on clinical work, critical consciousness, social responsibility, self‐awareness and personal style. The results were compared and contrasted with the literature. Considerable overlap was noted. The main differences concerned the need for collaboration as an advocacy tactic, as well as local knowledge about the pressing social issues affecting members of the community within which one practices.

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Concept mapping as an approach for expert-guided model building: The example of health literacy

Cited by 41 publications

References 24 publications

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Engagement with a Web-Based Health Promotion Intervention among Vocational School Students: A Secondary User and Usage Analysis

Social justice competencies for counselling and psychotherapy: Perceptions of experienced practitioners and implications for contemporary practice

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