Which literacy for health promotion: health, food, nutrition or media?

Truman, Emily; Bischoff, Madison; Elliott, Charlene

doi:10.1093/heapro/daz007

Cited by 50 publications

(69 citation statements)

References 37 publications

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“…In university settings, it is strategic to create opportunities (e.g., academic courses, media, and the internet) and motivators (e.g., social responsibility, and personal development) for students to develop food literacy and apply them in improving healthy eating behaviors and health outcomes [ 58 ]. Digital healthy diet literacy should be emphasized and taken into account for better decision making and health outcomes [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

Digital Healthy Diet Literacy and Self-Perceived Eating Behavior Change during COVID-19 Pandemic among Undergraduate Nursing and Medical Students: A Rapid Online Survey

Duong

Pham

Binh

et al. 2020

IJERPH

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Assessing healthy diet literacy and eating behaviors is critical for identifying appropriate public health responses to the COVID-19 pandemic. We examined the psychometric properties of digital healthy diet literacy (DDL) and its association with eating behavior changes during the COVID-19 pandemic among nursing and medical students. We conducted a cross-sectional study from 7 April to 31 May 2020 at 10 public universities in Vietnam, in which 7616 undergraduate students aged 19–27 completed an online survey to assess socio-demographics, clinical parameters, health literacy (HL), DDL, and health-related behaviors. Four items of the DDL scale loaded on one component explained 71.32%, 67.12%, and 72.47% of the scale variances for the overall sample, nursing, and medical students, respectively. The DDL scale was found to have satisfactory item-scale convergent validity and criterion validity, high internal consistency reliability, and no floor or ceiling effect. Of all, 42.8% of students reported healthier eating behavior during the pandemic. A 10-index score increment of DDL was associated with 18%, 23%, and 17% increased likelihood of healthier eating behavior during the pandemic for the overall sample (OR, 1.18; 95%CI, 1.13, 1.24; p < 0.001), nursing students (OR, 1.23; 95%CI, 1.10, 1.35; p < 0.001), and medical students (OR, 1.17; 95%CI, 1.11, 1.24; p < 0.001), respectively. The DDL scale is a valid and reliable tool for the quick assessment of digital healthy diet literacy. Students with higher DDL scores had a higher likelihood of healthier eating behavior during the pandemic.

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Section: Discussionmentioning

confidence: 99%

Digital Healthy Diet Literacy and Self-Perceived Eating Behavior Change during COVID-19 Pandemic among Undergraduate Nursing and Medical Students: A Rapid Online Survey

Duong

Pham

Binh

et al. 2020

IJERPH

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“…There are several conceptualizations of systems thinking in education. 1970's [21][22][23][145][146][147][148][149] To develop health literacy enhancing interventions and to develop and validate of measurement tools.…”

Section: Systems Thinkingmentioning

confidence: 99%

“…The relationship between argumentation -critical evaluation of argumentsand the IHC Key Concepts Framework is illustrated in Figure 3. The purposes of four of the evidence-based health care frameworks were also somewhat similar to the purpose of the IHC Key Concepts Framework: health literacy [21][22][23][145][146][147][148][149] , the Evidence-based practice (EBP) core competencies 26 , GRADE 25,30,154-160 , and critical appraisal tools 29,166-179 . Figure 4 illustrates the relationship between the evidence-based practice framework and the IHC Key Concepts Framework.…”

Section: Catalogue Of Biasesmentioning

confidence: 99%

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Oxman

García

2020

F1000Res

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Background: The Informed Health Choices (IHC) Key Concepts are principles for evaluating the trustworthiness of claims about treatment effects. The Key Concepts provide a framework for developing learning-resources to help people use the concepts when treatment claims are made, and when they make health choices. Objective: To compare the framework provided by the IHC Key Concepts to other frameworks intended to promote critical thinking about treatment (intervention) claims and choices. Methods: We identified relevant frameworks from reviews of frameworks, searching Google Scholar, citation searches, and contact with key informants. We included frameworks intended to provide a structure for teaching or learning to think critically about the basis for claims, evidence used to support claims, or informed choices. For a framework to be included, there had to be a description of its purpose; a list of concepts, competences, or dispositions; and definitions of key terms. We made independent assessments of framework eligibility and extracted data for each included framework using standardised forms. Results: Twenty-two frameworks met our inclusion criteria. The purpose of the IHC Framework is similar to that of two frameworks for critical thinking and somewhat similar to that of a framework for evidence-based practice. Those frameworks have broader scopes than the IHC Framework. An important limitation of broad frameworks is that they do not provide an adequate basis (concepts) for deciding which claims to believe and what to do. There was at most some overlap between the concepts, competences, and dispositions in each of the 22 included frameworks and those in the IHC Framework. Conclusions: The IHC Key Concepts Framework appears to be unique. Our review has shown how it and other frameworks can be improved by taking account of the ways in which other related frameworks have been developed, evaluated, and made useful.

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“…Health literacy is the ability to acquire, process, and conceive basic health-related information and services (2). Based on the de nition provided by World Health Organization (WHO), health literacy is a complex of social and cognitive abilities to acquire, understand, and apply health-related information for health promotion (3).…”

Section: Introductionmentioning

confidence: 99%

Relationship between health literacy and fast food consumption: A population-based study from southern Iran

Namdar

Naghizadeh

Montazeri

et al. 2020

Preprint

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Background: Having appropriate health literacy may affect the consumption of fast food. We aimed to evaluate the effect of health literacy on fast food consumption among the adult populations.Methods: We evaluated health literacy and fast food consumption using an appropriate questionnaire in 421 adult participants with the age range of 18-65 years old in Fasa city, Fars Province, southern Iran. Two-step cluster sampling and, then, systematic sampling were performed. Data collection was done through demographic information questionnaire, checklist on fast food consumption, and the Health Literacy for Iranian Adults (HELIA) questionnaire. Data were harvested by face-to-face conversations. Population data across groups with/without fast food intake were compared.Results: Most of our participants used fast food every few months (49.9%). People with low or unstable income consumed more fast food than others (P<0.05). Sandwich and hotdog were the most consumed fast food (60.8%) and pizza was in the next step (34.9%). Sausage and soda were the most seasoning food (66.7%). Most of our participants used fast food as dinner (67.9%) and along with their family (72.2%), suggesting the institutionalized consumption of this type of food in the family. Fun was the most frequent reason for the use of fast food (66.5%). Most of the participants completely knew about the raw materials for fast food and their adverse effects. Finally, we found that health literacy among those who used fast food was less than those who did not consumed fast food. This difference was also observed in the subscales of reading skills, critique, and decision-making.Conclusions: It seems differences in health literacy and its components can affect fast food consumption. In addition, there was a negative relationship between health literacy and fast food consumption, which was also observed in reading skills, critique, and decision-making.

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Which literacy for health promotion: health, food, nutrition or media?

Cited by 50 publications

References 37 publications

Digital Healthy Diet Literacy and Self-Perceived Eating Behavior Change during COVID-19 Pandemic among Undergraduate Nursing and Medical Students: A Rapid Online Survey

Digital Healthy Diet Literacy and Self-Perceived Eating Behavior Change during COVID-19 Pandemic among Undergraduate Nursing and Medical Students: A Rapid Online Survey

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Relationship between health literacy and fast food consumption: A population-based study from southern Iran

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