Perceived Internet health literacy of HIV‐positive people through the provision of a computer and Internet health education intervention

Abstract

Objective: The objective of this study was to assess perceived Internet health literacy of HIV-positive people before and after an Internet health information educational intervention. Methods: We developed a 50-min educational intervention on basic computer skills and online health information evaluation. We administered a demographic survey and a validated health literacy survey (eHEALS) at baseline, immediately after, and 3 months the class. Changes in scores between the surveys were analysed. Results: Eighteen HIV-positive participants were included in the final analysis. Before the intervention, most respondents' assessment of their ability to access Internet health information was unfavourable. Postintervention, the majority of respondents agreed or strongly agreed they were able to access and identify Internet health information resources. The increase in self-assessed skill level was statistically significant for all eight items eHEALS (P < 0.05). Scores for the 3-month follow-up survey remained higher than pre-intervention scores for most items. Conclusions: Providing an interdisciplinary brief introductory Internet health information educational intervention HIV-positive people with baseline low perceived Internet health literacy significantly improves confidence in finding and using Internet health information resources. Studies with larger numbers of participants should be undertaken to determine if brief interventions improve self-care, patient outcomes and use of emergency services. Key Messages Implications for Practice dPeople with HIV, a chronic condition, with lower health literacy skills have lower medication adherence rates and worse outcomes than patients who have higher health literacy skills. Implications for Policy dBrief computer and eHealth education interventions can serve to increase the perceived health literacy and confidence in using eHealth for HIV-positive people. Larger studies are needed to determine if brief educational interventions can contribute to long-term benefits for HIV-positive people such as improved health outcomes (e.g. CD4 cell count, viral load), reduced adverse drug reactions, or enhanced self-care behaviours.

Discussing the Effects of Poor Health Literacy on Patients Facing HIV: A Narrative Literature Review

“…In fact, several barriers prevent them from making effective use of these important sources of information, such as inadequate informatics skills and poor ability to search, evaluate and use health information. 100 Consequently, Robinson and Graham 101 argued that introductory internet health information educational interventions tailored to patient affected by HIV are crucial to improve their confidence in finding and using health information resources, since they enhance the individual ability to self-manage the health condition. At the same time, community-based health information partnerships seem to be particularly effective in addressing health literacy and health information inequalities in marginalized communities.…”

Remote Usability Testing and Satisfaction with a Mobile Health Medication Inquiry System in CKD

“…Participants were asked to rate their level of agreement with various statements, such as, "I know how to find helpful health resources on the internet," "I know how to use the health information that I find on the internet to help me," and "I can tell high-quality from low-quality health resources on the internet." The questionnaire has been previously validated on patients with HIV and health care trainees (9,10). The eHEALS survey can be scored in its entirety on the basis of the cumulative responses to eight questions (the first two eHEALS questions serve as supplementary questions to understand general interest in eHealth and are not included in overall score), or each question can be evaluated independently.…”

eHealth Literacy in People Living with HIV: Systematic Review (Preprint)

“…Although one RCT scored 8 of 13 [23] and one of three quasi-experimental studies scored 6 of 9, [24] they had strengthened validity of causal inferences by comparing control and intervention groups. In addition, two quasi-experimental studies scored 6 of 9 [25,26] and lacked a comparison group to determine pre-post intervention effects.…”

“…Four studies were conducted in the U.S., [24][25][26][27] two in Uganda, [23,28] and one in Peru. [29] Various study designs were used: cross-sectional, [27][28][29] quasi-experimental, [24][25][26] and a RCT. [23] Two studies identified a theoretical or conceptual framework used in their research.…”

“…[23] Two studies identified a theoretical or conceptual framework used in their research. [23,25] Study participants were recruited from a variety of settings: community-based HIV/AIDS organizations, [25,[27][28][29] HIV hospital settings, [23,26] and both community-based and hospital settings. [24] Overall, HIV-infected adults older than 18 years were included; one study included only people who had advanced immunosuppression (CD4+ T cell count < 350 cells/mm 3 and taking ARTs for at least four years), [28] one included women only, [27] and one involved men who have sex with men (MSM) and/or transgender women (TGW).…”