The Effect of Health Literacy Education Program on Subjective Health Status, Health Interest and Health Literacy in Female College Students

Won, Yoonkyung; Miyoung, Roh

doi:10.16915/jkapesgw.2021.6.35.2.91

Cited by 1 publication

(2 citation statements)

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“…The eHL intervention comprised weekly two-hour sessions during PE classes over six weeks. The eHL education program contents were based on materials from previous studies on eHL programs [41,42] and evidence-based health literacy education programs among female college students in PE classes [43]. An intervention duration of six weeks or less has been tested and proven to be effective in previous eHL intervention studies [41][42][43].…”

Section: Procedures and Structure Of Interventionmentioning

confidence: 99%

“…The eHL education program contents were based on materials from previous studies on eHL programs [41,42] and evidence-based health literacy education programs among female college students in PE classes [43]. An intervention duration of six weeks or less has been tested and proven to be effective in previous eHL intervention studies [41][42][43]. We developed a six-session eHL education program tailored to the participants of this study through several meetings with relevant experts, and the final version of each session was produced after several careful modifications to the program.…”

Section: Procedures and Structure Of Interventionmentioning

confidence: 99%

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Impact of Online-Delivered eHealth Literacy Intervention on eHealth Literacy and Health Behavior Outcomes among Female College Students during COVID-19

Miyoung

Won

2023

IJERPH

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This study examined the effects of a novel online-delivered eHealth literacy intervention to improve eHealth literacy and positive health behaviors among female college students during COVID-19. Female college students taking a physical education class were allocated to either an online-based eHealth literacy intervention group (n = 62) or a physical education class (n = 58). Weekly two-hour sessions were implemented through Zoom videoconferencing over six weeks. We measured eHealth literacy, exercise self-schemata, and health behavior outcomes (eating, sleep, and exercise) before and after the intervention. A two-way repeated measures ANOVA was conducted to examine within- and between-group differences in all outcomes. The ANOVA (2 × 2) for the interaction effect of group and time showed a statistical significance in eHealth literacy and cognitive-emotional exercise self-schemata. There was a marginally significant interaction effect for exercise but none for eating and sleep. This was the first trial to examine the impact of the online eHealth literacy intervention on eHealth literacy and health behavior outcomes for college students during COVID-19. Preliminary findings indicated that the intervention showed promising effectiveness for improving eHealth literacy and promoting health behaviors among female college students.

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