Making robust decisions about the impact of health education programs: Psychometric evaluation of the Health Education Impact Questionnaire (heiQ) in diverse patient groups in Norway

Italian validation of the health education impact questionnaire (heiQ) in people with chronic conditions

“…Overall, the present findings on structural validity appear in line with the validation studies in the other countries and settings [6][7][8][9][10][11][12], conducted through highly restrictive tests such as confirmatory factor analyses, which suggested that the questionnaire performs well, the eight scales are distinct, despite it should be noted that the data rarely supported perfect fit and some items present intercorrelated residuals.…”

“…It could be that for Italian patients, giving healthcare professionals information implies also having a clear understanding of their disease and symptoms, and maybe this overlapping between these two concepts could explain such result in the Italian version of the heiQ. In addition, covariances were added also between the residuals of the item 3 ("As well as seeing my doctor, I regularly monitor changes in my health") and those of Table 3 Composite reliability indices of the heiQ in the present study (n = 299) and in previous studies Present study Original Australian study [7] Norwegian study [12] French study [9] Dutch study [8] heiQ subscales CRI CRI CRI CRI CRI the item 17 ("I carefully watch my health and do what is necessary to keep healthy"), which both loaded on the 5. Self-monitoring and insight.…”

“…The increasing number of individuals with chronic diseases is a challenge for health care systems that requires a radical change in the health paradigm including a more active involvement of patients in the care process, the self-management of their disease, and greater attention to their perception of health status [1][2][3][4][5]. Consequently, reliable tools are essential to allow practitioners to assess key variables implicated in the improvement of these outcomes [6][7][8][9][10][11][12].…”

“…Since concepts related to health can be hypothesized to depend on socio-cultural aspects, the heiQ has been translated and adopted in different healthcare and sociocultural contexts, including Canada, Germany, France, the Netherlands, Norway, and Japan [7][8][9][10][11][12].…”

Iranian Nurses’ Perspective of Barriers to Patient Education in Intensive Care Unit: A Qualitative Study

“…This emphasizes the need for patient assessment in order to provide educational methods. In recent decades, general public attitudes tend to implementing patient education and providing necessary knowledge by health care team members to patients and their families by which patients are able to make decisions on their disease (37)(38)(39)(40)(41). This can be accomplished through effective interaction and communication with patients.…”