Defining Environmental Health Literacy

Abstract

“Environmental Health Literacy” (EHL) is embraced as important for improving public health by preventing disability and disease from our environment. This study aimed to determine knowledge and skill items identified by Environmental Health (EH) professionals as being associated with EHL and to understand how these items rank by importance. Such a coordinated effort to tease out skills and knowledge needed for EHL had not previously been made. We utilized a mixed-methods approach of semi-structured interviews of 24 EH professionals and a quantitative survey with 275 EH professionals across the United States. Interviews identified 37 skill and 69 knowledge items, which were used to create the survey questions. Survey results indicate 32 knowledge items and six skill items considered essential by >50% of respondents where consensus was reached between professional groups (chi square test: p > 0.05). We further identified six knowledge items, which >70% of EH professionals agreed were essential for EHL. The identification of these knowledge and skill items sets the stage for further research that includes exploring agreement with more diverse stakeholders, developing comprehensive measures of EHL and evaluation of methods and materials designed to improve EHL.

Developing a Short Assessment of Environmental Health Literacy (SA-EHL)

“…Recently, a survey of environmental health researchers, clinicians, educators and community partners was conducted to identify essential competencies in EHL [ 25 ]. Respondents were asked to rank the knowledge of specific environmental health terms.…”

“…Respondents were asked to rank the knowledge of specific environmental health terms. While the term “hazard” was ranked as essential by 67.2%, other terms were viewed as less important: “dose” (57.5%); “risk” (57.9%); and “frequency of exposure” (56.6%) [ 25 ]. Rather, the panel focused on specific skills they felt were essential for EHL, such as ability to find information to reduce risks in their life, or ability to identify established hazards in their environment [ 25 ].…”

“…While the term “hazard” was ranked as essential by 67.2%, other terms were viewed as less important: “dose” (57.5%); “risk” (57.9%); and “frequency of exposure” (56.6%) [ 25 ]. Rather, the panel focused on specific skills they felt were essential for EHL, such as ability to find information to reduce risks in their life, or ability to identify established hazards in their environment [ 25 ]. Our results indicate that basic knowledge of frequently used terms in environmental health may be needed before individuals can build these higher-level competencies.…”

“…The SA-EHL scale reflects words that were selected by public health and environmental health researchers. When compared to the aforementioned survey, several of these terms are considered essential, such as “dose”, “exposure” and “risk” [ 25 ], yet the final SA-EHL scale is not representative of the full range of environmental health. Furthermore, the test population was highly educated and not fully representative of the United States [ 17 , 18 , 19 ].…”

Citizen Science for One Digital Health: A Rapid Qualitative Review of Studies in Air Quality with Reflections on a Conceptual Model

“…Environmental health literacy incorporates communityspecific knowledge and awareness of environmental risks, as well as the self-efficacy and skills for learning and implementing environmental and community action for systemic change (Lindsey et al 2021). Digital Health Literacy (DHL), or eHealth literacy, has been recognized as a key attribute in understanding an individual's capability to use and benefit from digital tools and interventions to self-manage their health and make healthy choices (Norgaard et al 2015).…”