Design of an online health-promoting community: negotiating user community needs with public health goals and service capabilities

Abstract

BackgroundAn online health-promoting community (OHPC) has the potential to promote health and advance new means of dialogue between public health representatives and the general public. The aim of this study was to examine what aspects of an OHPC that are critical for satisfying the needs of the user community and public health goals and service capabilities.MethodsCommunity-based participatory research methods were used for data collection and analysis, and participatory design principles to develop a case study OHPC for adolescents. Qualitative data from adolescents on health appraisals and perspectives on health information were collected in a Swedish health service region and classified into categories of user health information exchange needs. A composite design rationale for the OHPC was completed by linking the identified user needs, user-derived requirements, and technical and organizational systems solutions. Conflicts between end-user requirements and organizational goals and resources were identified.ResultsThe most prominent health information needs were associated to food, exercise, and well-being. The assessment of the design rationale document and prototype in light of the regional public health goals and service capabilities showed that compromises were needed to resolve conflicts involving the management of organizational resources and responsibilities. The users wanted to discuss health issues with health experts having little time to set aside to the OHPC and it was unclear who should set the norms for the online discussions.ConclusionsOHPCs can be designed to satisfy both the needs of user communities and public health goals and service capabilities. Compromises are needed to resolve conflicts between users’ needs to discuss health issues with domain experts and the management of resources and responsibilities in public health organizations.

Evaluation of format preference and effectiveness of vodcasts for recipe demonstrations and nutrition education

“…Participants in the three format groups had no significant preference for vodcast length. The results of this study support previous research 11 as the majority of participants felt that a shorter or longer vodcast would not be any more or less useful in learning.…”

“…Previous literature indicates that the preferred length for digital delivery in education was 2-9 minutes long. 11 In this study, the 120 participants watched vodcasts that were 2-3, 4-6, or 5-11 minutes in length. Participants in the three format groups had no significant preference for vodcast length.…”

“…10 Vodcasts allow viewers hands-on learning while preparing meals with the video's instructor in the viewer's own kitchen. 11,12 Comparison of this type of learning to demonstration learning concluded that hands-on learning had higher recall scores. 13 Proper nutrition is essential for cancer prevention, and is important during and after treatment.…”

Participatory Research as One Piece of the Puzzle: A Systematic Review of Consumer Involvement in Design of Technology-Based Youth Mental Health and Well-Being Interventions

“…After title, abstract, and full paper screening, 17 studies were chosen for inclusion in this systematic review ( Figure 1 and Table 1 ). Of these, 1 study reached proposal stage [ 48 ], and 1 was designed but not developed [ 49 ].…”

“…UCD [ 7 , 53 - 55 ], PD [ 50 , 52 , 61 , 62 ], and PAR [ 48 , 51 , 59 , 60 ] were the most common methodologies used (4 projects each). PD provided the sub-framework for an iterative design process in a further 4 projects [ 49 , 53 , 55 , 56 ]. UCD or PD methodologies tended to scaffold development of treatment-focused interventions.…”