Editorial: The Social-Ecological Context of Health Literacy

Most recent empirical findings from the WHO European Region indicate a limited ability to find, understand, critically assess and apply health-related information for between 25% (Slovenia) and 72% (Germany) of the adult population (1). Moreover, it has been widely shown that limited health literacy is associated with poor health behavior, lower use of health screenings, more hospitalization and lower general health (2, 3). With regard to economic effects, limited health literacy causes additional costs that range from 3 to 5% of the annual total health care costs (4). Given these findings, it is not surprising that health literacy is high on the public health agenda with 19 Member States of the WHO European Region having a health literacy policy on a national or local leve

Differences in digital health literacy and future anxiety between health care and other university students in England during the COVID-19 pandemic.

Background: This study investigates university students' digital health literacy and web-based information-seeking behaviours during the early stages of the COVID-19 pandemic in England. It compares undergraduate and postgraduate students in non-health related subjects with health care students, many of whom were preparing for, or working in, frontline roles. The survey was conducted as part of a wider study by the COVID-HL research consortium. Methods: A cross-sectional study was conducted among n=691 university students aged ≥18 years from 25 universities across England using an adapted digital survey developed by COVID-HL. Data were collected regarding sociodemographic characteristics and specific measures drawn from the Future Anxiety Scale and the Digital Health Literacy Instrument (DHLI). These had been adapted for use in an English setting and to the specific context of the COVID-19 pandemic. Other data collected included students’ anxiety or worries about the future using the Dark Future Scale as well as behaviours in online information-seeking. Data were analysed using correlations to test for relationships between constructs and also between group comparisons to test for differences between students studying health and non-health related subjects. Results: Across digital health literacy dimensions, there was no significant difference between students studying health-related subjects and other students. Health care students did report greater difficulties in relation to how to behave online. They also relied less on public body sources for information about the pandemic. A significant difference was found between the two student populations in relation to their anxiety about the future with health care students reporting fewer fears about the future. Conclusions: Although digital health literacy is well developed in university students, a significant proportion of students still face difficulties with evaluating online information which may frustrate public health efforts. This could be addressed by ensuring health students’ curriculum in particular encompasses digital health literac

Copenhagen Diabetes Consensus (CODIAC) 2021: user involvement in diabetes care, prevention and research

Aims User involvement is pivotal for health development, but there are significant gaps in our understanding of the concept. The Copenhagen Diabetes Consensus on User Involvement in Diabetes Care, Prevention and Research (CODIAC) was established to address these gaps, share knowledge and develop best practices. Methods A literature review of user involvement was undertaken in diabetes care, prevention and research. Moreover, a Group Concept Mapping (GCM) survey synthesized the knowledge and opinions of researchers, healthcare professionals and people with diabetes and their carers to identify gaps between what is important for user involvement and what is being done in practice. Finally, a consensus conference discussed the main gaps in knowledge and practice while developing plans to address the shortcomings. Results The literature review demonstrated that user involvement is an effective strategy for diabetes care, prevention and research, given the right support and conditions, but gaps and key challenges regarding the value and impact of user involvement approaches were found. The GCM process identified 11 major gaps, where important issues were not being sufficiently practised. The conference considered these gaps and opportunities to develop new collaborative initiatives under eight overall themes. Conclusions User involvement is effective and adds value to diabetes care, prevention and research when used under the right circumstances. CODIAC developed new learning about the way in which academic and research knowledge can be transferred to more practice-oriented knowledge and concrete collaborative initiatives. This approach may be a potential new framework for initiatives in which coherence of process can lead to coherent outputs

Digitale Gesundheitskommunikation und -kompetenzen in Zeiten von COVID-19. Planung und Umsetzung eines Studienschwerpunkts in der Gesundheitsförderung und Prävention

As a result of the corona pandemic, the amount of digital health information has increased substantially. As the quantity and diversity of information increased, so does the need for evidence based and reliable health information. In the special course of study "Health Communication", students of the Bachelors program "Health Promotion" at Fulda University of Applied Sciences are enabled to develop and disseminate evidence-based health information and preventive messages that meet the demands of the target group. Due to the corona-related university closure, the module "Digital Health Communication" was realized in a digital format during the summer semester 2020. In order to activate students and promote teamwork, the study course used the approach of problem-based and research-based learning. Moreover, the course concept is based on a variety of methods, including MS Teams with screencasts, videos, synchronous teaching sessions, gamified audience response systems, the online Inverted Classroom Model and a final oral examination. Despite various challenges such as the short planning period or the necessary restructuring of a part previously planned as "en bloc", the experiences are mostly positive. Among other things, the use of MS Teams as an integrated learning, collaboration and communication platform has proven to be useful. In the students' feedback, the broad use of methods, the gamification elements and the flexibility of the lecturers are evaluated positively.Infolge der Corona-Pandemie ist insbesondere das digitale Informationsaufkommen zum Thema Gesundheit substantiell angestiegen. Mit zunehmender Informationsvielfalt steigt der Bedarf an abgesicherten Gesundheitsinformationen. Im Studienschwerpunkt "Gesundheitskommunikation" werden Studierende der Gesundheitsförderung an der Hochschule Fulda in der evidenzbasierten und zielgruppengerechten Gestaltung und Verbreitung von angemessenen gesundheitsbezogenen Informationen und präventiven Botschaften befähigt. Aufgrund der coronabedingten Hochschulschließung wurde das Modul "Digitale Gesundheitskommunikation" im Sommersemester 2020 ausschließlich digital umgesetzt. Zur Aktivierung und zur Förderung der Teamfähigkeit orientiert sich das Modul am Ansatz des problembasierten und forschenden Lernens. Zudem beruht das Kurskonzept auf einem Methodenmix, basierend auf MS Teams mit Screencasts, Videos, synchronen Sessions, gamifizierten Audience Response Systemen, dem online Inverted-Classroom-Modell und einer abschließenden Präsenzprüfung. Trotz Herausforderungen, z. B. infolge der geringen Planungszeit oder der notwendigen Umstrukturierung einer Blockveranstaltung sind die Erfahrungen überwiegend positiv. Als sinnvoll hat sich u. a. der Einsatz von MS Teams als integrierte Lern-, Kollaborations- und Kommunikationsplattform erwiesen. In den Rückmeldungen der Studierenden werden vor allem der breite Methodeneinsatz, die spielerischen Elemente und die Flexibilität der Lehrenden positiv bewertet

Efficacy of gamified Applications of mental Health Promotion and Prevention: Results of a systematic Review

Aschentrup L, Dadaczynski K, McCall T, Steimer P, Fischer F, Wrona K. Wirksamkeit von gamifizierten Anwen- dungen der psychischen Gesundheitsförderung und Prävention: Ergebnisse eines systematischen Reviews. Gesundheitswesen. 2022;84(08/09):861

Digital health literacy and its association with anxiety among students in Pakistan

Zakar R, Zakar MZ, Dadaczynski K, Okan O. Digital health literacy and its association with anxiety among students in Pakistan. European Journal of Public Health. 2021;31(Suppl. 3):404.Background The public health importance of digital health literacy has significantly increased during COVID-19 pandemic all over the world. Health literacy enables individuals in informed and timely decision making. Anxiety particularly during difficult situations may hinders the decision making ability of individuals. The aim of this study was to assess the digital health literacy seeking and its association with anxiety level among university students during the wake of COVID-19 pandemic in Pakistan. Methods This study was conducted as a member of COVID digital Health literacy network between 49 countries through an online-based cross-sectional survey. Data were collected with 1747 students from randomly selected four public sector universities in Punjab province of Pakistan. Digital health literacy instrument was used to assess students' skills in digital health information seeking regarding COVID-19. Sense of coherence (SOC) was evaluated through 9-item scale and anxiety was assessed using 9-items Dark Future Scale. Simple bivariate and multivariate linear regression was performed to assess the association of key characteristics with DHL and anxiety level among students. Results The study found that about 54% of the students had high DHL and 51.9% had low or no anxiety. The results of multivariate analysis show that gender (p value=0.005), sense of coherence (p value<0.001) and importance of information (p value<0.001) were significantly associated with DHL. Additionally, Age (p < 0.001), subject group of study (p = 0.03), university of study (p < 0.000) and financial satisfaction (p < 0.001) were significantly associated with anxiety among students. However, there was no significant relationship of DHL, SOC, and wellbeing with anxiety. Conclusions Concerted and focused interventions are needed to address anxiety related issues among university students