Relationship Between Parental and Adolescent eHealth Literacy and Online Health Information Seeking in Taiwan

Chang, Fong Ching; Chiu, Chiung-Hui; Chen, Ping Hung; Miao, Nae‐Fang; Lee, Ching Mei; Chiang, Jeng-Tung; Pan, Ying

doi:10.1089/cyber.2015.0110

Cited by 90 publications

(94 citation statements)

References 29 publications

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“…However, Barnes and Davies (34) reported a mean reading grade level of 13 for 63 online and paper materials on thyroid nodule evaluation and management. Most of these materials had ‘extensive or serious shortcomings’, which lead to uncalled anxiety and misconceptions (35,36). With limited patient encounter time, there is not enough opportunity for all questions to be addressed.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of a Pediatric Endocrine Knowledge Assessment Questionnaire: Impact of ac Pediatric Endocrine Knowledge Assessment Questionnaire Intervention Study

Gupta

Zidan

Moltz

et al. 2016

Jcrpe

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Objective:While there is general agreement that patient education is essential for compliance, no objective tools exist to assess knowledge in children and parents of children with endocrine disorders. We aimed to design and validate a Pediatric Endocrine Knowledge Assessment Questionnaire (PEKAQ) for congenital hypothyroidism, Hashimoto’s thyroiditis, isolated growth hormone deficiency, Graves’ disease, and congenital adrenal hyperplasia. We evaluated baseline knowledge of children and parents of children with these disorders and assessed impact of educational intervention.Methods:At baseline, 77 children (12-18 years) and 162 parents of children 1-18 years participated in this prospective intervention study. Educational handouts for five targeted disorders were designed. Following one-on-one educational intervention, 55 children and 123 parents participated. Baseline and post-intervention knowledge scores were compared using McNemar’s test.Results:Adequate multi-rater Kappa measure of agreement was achieved for children’s (0.70) and parent’s (0.75) PEKAQs. Flesch Reading Ease Score for both PEKAQs (15 questions each) was 65. Post-intervention, significantly higher proportion of parents and children answered majority of questions correctly (p<0.05). Sixteen percent more parents and 22% more children knew their diagnosis correctly (p<0.05). Significant improvement was noted among all participants regarding reason for treatment, steps to take in a situation of missed dose, exercise and diet with these disorders, and long-term prognosis. Parent’s knowledge score was an independent predictor of child’s score.Conclusions:To our knowledge, this is the first validated PEKAQ that can be used widely in pediatric endocrinology clinics. We noted significant improvement in knowledge of children and parents of children with endocrine disorders.

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Section: Discussionmentioning

confidence: 99%

Development and Validation of a Pediatric Endocrine Knowledge Assessment Questionnaire: Impact of ac Pediatric Endocrine Knowledge Assessment Questionnaire Intervention Study

Gupta

Zidan

Moltz

et al. 2016

Jcrpe

View full text Add to dashboard Cite

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“…It can also be shown that eHealth Literacy scores are higher for students who had been actively involved in searching for health information online than for non-experienced peers [25]. Similarly, data suggest that parental online health information seeking is positively associated with adolescents’ eHealth Literacy and engagement in online searches for health information [26]. These findings support the conclusion that eHealth Literacy skills are strongly shaped by exposure to technology, the Internet, and online health information sources in particular.…”

Section: Media Health Literacy and Ehealth Literacy In Contextmentioning

confidence: 99%

“…Several findings suggest that eHealth Literacy levels are shaped and can possibly be improved through guidance in online health information seeking activities by more experienced users as well as in structured learning environments. For example, Chang and colleagues [26] showed that active parental mediation of their adolescent children’s Internet use predicted adolescents’ eHealth Literacy. Participants in focus groups conducted among Spanish primary school students reported use of the Internet as a tool for learning about health topics and habits, but preferred their searches to be guided and supervised by their parents to promote their efficacy and confidence in dealing with online (health) content [43].…”

Section: Media Health Literacy and Ehealth Literacy In Contextmentioning

confidence: 99%

Media Health Literacy, eHealth Literacy, and the Role of the Social Environment in Context

Levin-Zamir

Bertschi

2018

IJERPH

260

123

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Health literacy describes skills and competencies that enable people to gain access to, understand and apply health information to positively influence their own health and the health of those in their social environments. In an increasingly media saturated and digitized world, these skill sets are necessary for accessing and navigating sources of health information and tools, such as television, the Internet, and mobile apps. The concepts of Media Health Literacy (MHL) and eHealth Literacy (eHL) describe the specific competencies such tasks require. This article introduces the two concepts, and then reviews findings on the associations of MHL and eHL with several contextual variables in the social environment such as socio-demographics, social support, and system complexity, as a structural variable. As eHL and MHL are crucial for empowering people to actively engage in their own health, there is a growing body of literature reporting on the potential and the effectiveness of intervention initiatives to positively influence these competencies. From an ethical standpoint, equity is emphasized, stressing the importance of accessible media environments for all—including those at risk of exclusion from (digital) media sources. Alignment of micro and macro contextual spheres will ultimately facilitate both non-digital and digital media to effectively support and promote public health.

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“…It has been shown that eHealth Literacy scores are higher for students who had been actively involved in searching for health information online than for nonexperienced peers [38]. Similarly, data suggest that parental online health information seeking is positively associated with adolescents' eHealth Literacy and engagement in online searches for health information [39]. These findings support the conclusion that eHealth Literacy skills are strongly shaped by exposure to technology, the Internet, and online health information sources in particular.…”

Section: Complexity Of Systems and Environmentsmentioning

confidence: 51%

“…Several findings suggest that eHealth Literacy levels are shaped and can possibly be improved through guidance in online health information seeking activities by more experienced users, as well as in structured learning environments. For example, Chang and colleagues [39] showed that active parental mediation of their adolescent children's Internet use predicted adolescents' eHealth Literacy. Participants in focus groups conducted among Spanish primary school students reported use of the Internet as a tool for learning about health topics and habits, but preferred their searches to be guided and supervised by their parents to promote their efficacy and confidence in dealing with online (health) content [41].…”

Section: Social Networkmentioning

confidence: 99%

Media Health Literacy, eHealth Literacy, and the Role of the Social Environment in Context

Levin-Zamir¹,

Bertschi²

2018

Preprint

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Health literacy describes skills and competencies that enable people to gain access to, understand and apply health information to positively influence their own health and the health of those in the social environment. In an increasingly media saturated and digitized world, these skill sets are necessary for accessing and navigating sources of health information and tools, such as television, the Internet, and mobile apps. The concepts of Media Health Literacy (MHL) and eHealth Literacy (eHL) describe the specific competencies such tasks require. This article introduces the two concepts, and then reviews findings on the associations of MHL and eHL with several contextual variables in the social environment such as socio-demographics, social support, and system complexity, as a structural variable. As eHL and MHL are crucial for empowering people to actively engage in their own health, a growing body of literature reports of the potential and the effectiveness of intervention initiatives to positively influence these competencies. From an ethical standpoint, equity is emphasized, stressing the importance of accessible media environments for all -including those at risk of exclusion from (digital) media sources. Alignment of micro and macro contextual spheres will ultimately facilitate both non-digital and digital media to effectively support and promote public health.

show abstract

Relationship Between Parental and Adolescent eHealth Literacy and Online Health Information Seeking in Taiwan

Cited by 90 publications

References 29 publications

Development and Validation of a Pediatric Endocrine Knowledge Assessment Questionnaire: Impact of ac Pediatric Endocrine Knowledge Assessment Questionnaire Intervention Study

Development and Validation of a Pediatric Endocrine Knowledge Assessment Questionnaire: Impact of ac Pediatric Endocrine Knowledge Assessment Questionnaire Intervention Study

Media Health Literacy, eHealth Literacy, and the Role of the Social Environment in Context

Media Health Literacy, eHealth Literacy, and the Role of the Social Environment in Context

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