Suitability of asthma education materials for school‐age children: Implications for health literacy

Tzeng, Yu-Fen; Gau, Bih‐Shya

doi:10.1111/jocn.13993

Cited by 14 publications

(10 citation statements)

References 37 publications

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“…Furthermore, health literacy data can help health professionals to evaluate health education needs, as an effective evaluation tool to guild appropriate disease-specific intervention. There are a number of related studies on health literacy measurements for specific diseases such as type 2 diabetes [33–35], hypertension [36–38], asthma [39, 40], and AIDS [41–43]. However, similar study on TB is not yet available.…”

Section: Introductionmentioning

confidence: 99%

Chinese health literacy scale for tuberculosis patients: a study on development and psychometric testing

Zhang

et al. 2019

BMC Infect Dis

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Background The role of health literacy on tuberculosis patients has not been evaluated in China, in part because few special health literacy measurements exist. Methods A three-step design process was used: (1) Scale construction: Based on the model of revised Bloom’s taxonomy, the item-pool was drafted from a literature review, focus group discussion, and in-depth interviews. In addition, a Delphi survey was used in order to select items for inclusion in the scales; (2) Pilot study: Acceptability and clarity were tested with 60 tuberculosis patients; and (3) Psychometric testing: Validity analysis includes content validity, construct validity, and discriminative validity. The Cronbach’s alpha coefficient, split-half reliability, and test-retest method were used to assess reliability. Finally, a receiver operating characteristic analysis was conducted to generate a cut-off point. Results The final scale had 29 items with four domains. The item level Content Validity Index ranged from 0.70 to 1.0, and the scale level Content Validity Index was 0.95. The mean score among the lowest 27% group was significantly lower than that those of the highest 27% group ( p < 0.01), which supports adequate discriminant validity. Explanatory factor analysis produced a clear four-factor construct, explaining 47.254% of the total variance. Factor 1 and Factor 2 were consistent with read and memorize TB-related words; Factor 3 was associated with understand the meaning of the health education leaflets and examine if TB patients can apply the correct approach to correct context; Factor 4 was related to the ability of TB patient to calculate and identify what unspecified assumptions are included in known conditions. The confirmatory factory analysis results confirmed that a four-factor model was an acceptable fit to the data, with a goodness-of-fit index = 0.930, adjusted goodness of fit index = 0.970, root mean square error of approximation = 0.069, and χ2/df = 2.153. The scale had good internal consistency and test-retest reliability. Additionally, the receiver operating characteristic analysis indicated that the cut-off point for the instrument was set at 45 and 35. Conclusions The Chinese Health Literacy scale for Tuberculosis has good reliability and validity, and it could be used for measuring the health literacy of Chinese patients with tuberculosis.

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Section: Introductionmentioning

confidence: 99%

Chinese health literacy scale for tuberculosis patients: a study on development and psychometric testing

Zhang

et al. 2019

BMC Infect Dis

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“… 23 This multitool assessment method has been applied to PEMs for chronic kidney disease, heart failure and asthma. 24–26 The evaluation results of text factors suggest that the average reading level of materials is often higher than the educational level of readers. For non-text factors, PEMs perform well in terms of layout but not well in pictures, cultural appropriateness and content.…”

Section: Introductionmentioning

confidence: 99%

Readability in printed education materials for Chinese patients with systemic lupus erythematosus: a mixed-method design

et al. 2020

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ObjectivesTo assess the readability of printed education materials (PEMs) for patients with systemic lupus erythematosus (SLE) and to explore the perceptions of patients with SLE with different health literacy regarding the readability of PEMs.DesignA mixed-methods study, including a cross-sectional survey and semistructured interviews.SettingThe SLE PEMs were collected from 13 hospitals in China. The interviews were conducted in the Department of Rheumatology of a hospital in Hefei, China.ParticipantsIn the cross-sectional survey, convenience sampling was used to select the Chinese SLE PEMs, with 20 PEMs included. In the qualitative study, the patients with SLE were divided into two groups based on their health literacy. Then, purposive sampling was used to select participants in each group, with 18 patients recruited.Outcome measuresThe readability of PEMs was assessed by the language analysis technology and the Chinese version of the Suitability Assessment of Materials (SAM-C) instrument.ResultsFor text factors of readability, the mean Chinese language difficulty coefficient was 67.09±8.03, which indicates that the text of PEMs was difficult to read. For non-text factors, the mean SAM-C score was 45.62±9.51. Eight PEMs were rated not suitable, 12 were adequate and none were superior. In the interviews, eight categories were identified: information source, content, actionability, plain language, pictures, tables, numbers and layout. Patients with different health literacy had discrepant views on the detail of basic information, the necessity of question list, the location of functional pictures and the application of mathematical symbols.ConclusionsThe readability of Chinese SLE PEMs does not perform well, and it is necessary to reduce the difficulty of words, shorten the length of sentences and improve the picture design and actionability. To develop PEMs tailored to patients’ level of health literacy, patients’ unique view of readability should be integrated into the design of PEMs.

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“…The health literacy of children has been specifically investigated in a number of other areas. Tzeng and Gau (2018) collected 25 pieces of asthma education material for children and interviewed five children (age 8–12 years) about the materials and their usefulness in assisting the children to manage their asthma. Tzeng and Gau (2018) found that most of the education materials were written above the reading ability of school-age children, with only one brochure having a reading level suitable for children in fifth grade or below.…”

Section: Introductionmentioning

confidence: 99%

How Well Do Children Understand the Vocabulary of Sleep?

Ludwig¹,

Smith²,

Heussler³

2019

HLRP: Health Literacy Research and Practice

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Background: Sleep surveys, such as the Pediatric Daytime Sleepiness Scale (PDSS), are used to determine a variety of concerns associated with sleep, including excessive daytime sleepiness (hypersomnolence), bedtime sleep behaviors, night awakenings, sleep duration, and sleep-disordered breathing. However, the literacy ability of the patient may not be adequate to ensure comprehension of questions and provision of accurate responses. Objective: To assess children's understanding of the sleep-associated vocabulary included in the PDSS. Methods: A cross-sectional, open-response survey was developed for use with students age 4 to 12 years. Prior to completing the instrument, each student was asked the meaning of six key sleep-related words used in the PDSS: drowsy, sleepy, alert, awakened, tired, and awake. The parents/caregivers were requested to record their child's definitions of these key words exactly as stated. Identification of words for “suitable” definitions was undertaken through consultation of three online dictionaries. This enabled the qualitative process associated with open-response surveys to be followed: identification of common themes, chunking of information, and criteria for coding responses. The final sample consisted of word definitions from 325 students (152 boys and 173 girls) from a school enrollment of 727 (45%). Key Results: A high percentage of children provided “suitable” responses for the words sleepy (84%) and tired (75%). The percentage of “suitable” responses for the words drowsy and awakened gradually increased across the age groups. The words alert and awake were challenging for the children to define, with the sleep-associated definition for alert only being provided by 31% of children overall and awake only being provided by 48% overall. In total, 57% of children were able to provide suitable definitions for at least four words. Conclusions: Our findings suggest that the results of many sleep surveys using these terms may not yield results that accurately reflect a child's actual state of daytime sleepiness and sleep/wake behaviors. Prior to administering a sleep survey, physicians need to clearly explain the meanings of sleep-associated words used in the survey and thus gain a more accurate reflection of a child's sleep and daytime behaviors. [ HLRP: Health Literacy Research and Practice . 2019;3(1):e53–e69.] Plain Language Summary: Sleep surveys are used to identify problems with sleep. Children with poor health literacy due to age may not understand the questions and may not provide adequate answers. Children's understanding of sleep-associated vocabulary was assessed using six words: drowsy , sleepy , alert , awakened , tired , and ...

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Suitability of asthma education materials for school‐age children: Implications for health literacy

Abstract: The present results may help healthcare providers to understand children's capacities to manage their disease, effectively address children's requirements and function as a key resource for children to strengthen their literacy in asthma management.

Cited by 14 publications

References 37 publications

Chinese health literacy scale for tuberculosis patients: a study on development and psychometric testing

Chinese health literacy scale for tuberculosis patients: a study on development and psychometric testing

Readability in printed education materials for Chinese patients with systemic lupus erythematosus: a mixed-method design

How Well Do Children Understand the Vocabulary of Sleep?

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