Diabetessykepleiere i Norge sine oppfatninger av pasienters «health literacy»

AimTo identify diabetes nurses' experience with patients’ three hierarchical levels of health literacy (HL): Functional HL (FHL), interactive HL (IHL) and critical HL (CHL). Background Diabetic patients receive health information from many sources of varying quality, while individual responsibility for their own health is emphasized. This requires that patients can evaluate the quality of health information. Such skills reflect health literacy (HL), which focuses on understanding, gaining access to, critical evaluation and use of health information for the acquisition of good health. Method A questionnaire, mainly consisting of 5-point Likert-scaled attitude statements reflecting FHL, IHL and CHL, was developed. A total of 108 diabetes nurses responded (40% response rate). Through factor and reliability analysis, FHL, IHL and CHL constructs of the statements were established. Results The FHL, IHL and CHL constructs were consistent with HL-theory. Some construct statements achieved low mean scores. The mean score on CHL construct was lower than the corresponding scores on the FHL and IHL constructs. Conclusion Diabetes patient’s HL should preferably be explored. Since the patients might have varying degrees of HL, diabetes nurses should take this into account during health communication between them and the patient

Experiences with nutrition-related information during antenatal care of pregnant women of different ethnic backgrounds residing in the area of Oslo, Norway.

Objective: to explore experiences with nutrition-related information during routine antenatal care among women of different ethnical backgrounds. Design: individual interviews with seventeen participants were conducted twice during pregnancy. Data collection and analysis were inspired by an interpretative phenomenological approach. Setting: participants were purposively recruited at eight Mother and Child Health Centres in the area of Oslo, Norway, where they received antenatal care. Participants: participants had either immigrant backgrounds from African and Asian countries (n¼12) or were ethnic Norwegian (n¼5). Participants were pregnant with their first child and had a pre-pregnancy Body Mass Index above 25 kg/m2. Findings: participants experienced that they were provided with little nutrition-related information in antenatal care. The information was perceived as presented in very general terms and focused on food safety. Weight management and the long-term prevention of diet-related chronic diseases had hardly been discussed. Participants with immigrant backgrounds appeared to be confused about information given by the midwife which was incongruent with their original food culture. The participants were actively seeking for nutrition-related information and had to navigate between various sources of information. Conclusions: the midwife is considered a trustworthy source of nutrition-related information. Therefore, antenatal care may have considerable potential to promote a healthy diet to pregnant women. Findings suggest that nutrition communication in antenatal care should be more tailored towards women’s dietary habits and cultural background, nutritional knowledge as well as level of nutrition literacy

Improving measurement in nutrition literacy research using Rasch modelling: examining construct validity of stage-specific ‘critical nutrition literacy’ scales

Objective Critical nutrition literacy (CNL), as an increasingly important area in public health nutrition, can be defined as the ability to critically analyse nutrition information, increase awareness and participate in action to address barriers to healthy eating behaviours. Far too little attention has been paid to establishing valid instruments for measuring CNL. The aim of the present study was to assess the appropriateness of utilizing the latent scales of a newly developed instrument assessing nursing students’ ‘engagement in dietary habits’ (the ‘engagement’ scale) and their level of ‘taking a critical stance towards nutrition claims and their sources’ (the ‘claims’ scale). Design Data were gathered by distributing a nineteen-item paper-and-pencil self-report questionnaire to university colleges offering nursing education. The study had a cross-sectional design using Rasch analysis. Data management and analysis were performed using the software packages RUMM2030 and SPSS version 20. Setting School personnel handed out the questionnaires. Subjects Four hundred and seventy-three students at ten university colleges across Norway responded (52 % response rate). Results Disordered thresholds were rescored, an under-discriminating item was discarded and one item showing uniform differential item functioning was split. The assumption of item locations being differentiated by stages was strengthened. The analyses demonstrated possible dimension violations of local independence in the ‘claims’ scale data and the ‘engagement’ scale could have been better targeted. Conclusions The study demonstrates the usefulness of Rasch analysis in assessing the psychometric properties of scales developed to measure CNL. Qualitative research designs could further improve our understanding of CNL scales

Diabetes nurses' perception of patients health literacy

AimTo identify diabetes nurses' experience with patients’ three hierarchical levels of health literacy (HL): Functional HL (FHL), interactive HL (IHL) and critical HL (CHL). Background Diabetic patients receive health information from many sources of varying quality, while individual responsibility for their own health is emphasized. This requires that patients can evaluate the quality of health information. Such skills reflect health literacy (HL), which focuses on understanding, gaining access to, critical evaluation and use of health information for the acquisition of good health. Method A questionnaire, mainly consisting of 5-point Likert-scaled attitude statements reflecting FHL, IHL and CHL, was developed. A total of 108 diabetes nurses responded (40% response rate). Through factor and reliability analysis, FHL, IHL and CHL constructs of the statements were established. Results The FHL, IHL and CHL constructs were consistent with HL-theory. Some construct statements achieved low mean scores. The mean score on CHL construct was lower than the corresponding scores on the FHL and IHL constructs. Conclusion Diabetes patient’s HL should preferably be explored. Since the patients might have varying degrees of HL, diabetes nurses should take this into account during health communication between them and the patients

Perceptions of the Host Country’s food culture among female immigrants from Africa and Asia: Aspects relevant for culture sensitivity in nutrition communication

Objective: To explore how female immigrants from Africa and Asia perceive the host country’s food culture, to identify aspects of their original food culture they considered important to preserve, and to describe how they go about preserving them. Design: Qualitative in-depth interviews. Setting: Oslo, Norway. Participants: Twenty one female immigrants from 11 African and Asian countries, residing in areas of Oslo with a population having a low-to-middle socioeconomic status and a high proportion of immigrants. Participants varied in years of residence, employment status, and marital status. Analysis: Analysis of the interviews was guided by a phenomenological approach. Results: Participants emphasized the importance of preserving aspects of their original food cultures and related these aspects to taste, preparation effort and method, and adherence to religious dietary rules. They often perceived the food of the host country as ‘‘tasteless and boring.’’ The authors observed strict, flexible, or limited continuity with the original food culture. Some elements that possibly influenced participants’ degree of continuity are indicated. Conclusions and Implications: Immigrants may strive to preserve aspects of their original food culture after immigration. Nutrition communication becomes more culturally sensitive when it takes such aspects into accoun

Health Literacy in Five Immigrant Populations in Norway: Pakistan, Poland, Somalia, Turkey, and Vietnam. English summary. In Helsekompetansen i fem innvandrerpopulasjoner i Norge: Pakistan, Polen, Somalia, Tyrkia og Vietnam. Befolkningens helsekompetanse, del II

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Health Literacy in the Norwegian Population. English Summary. In Befolkningens helsekompetanse, del I. The International Health Literacy Population Survey 2019 – 2021 (HLS19) – et samarbeidsprosjekt med nettverket M-POHL tilknyttet WHO-EHII

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Nursing students’ experiences with concept cartoons as an active learning strategy for developing conceptual understanding in anatomy and physiology: A mixed-method study

Aim: The aim of this study was to explore bachelor-level nursing students’ experiences with concept cartoons as an active learning strategy and formative assessment to develop conceptual understanding in anatomy and physiology (A&P). Background: Many first-year nursing students struggle to understand central concepts in A&P. Concept cartoons–cartoon characters proposing scientifically acceptable statements and misconceptions combined with an illustration–might facilitate active learning in lectures, overcome misconceptions and promote deep learning. Voting on the most precise statement using a student response system gives formative information about the students’ conceptual understanding. Design: Parallel mixed methods design with an emphasis on a qualitative approach. Methods: Nine concept cartoons were developed based on former students’ written answers to exam items and applied in lectures at three universities/university colleges. Qualitative data of students’ experiences were collected in three focus group interviews during November 2019, one focus group at each of the three universities/university colleges (n = 5, 8 and 8). A short questionnaire was also applied (n = 343) to all students at the three universities/university colleges. Qualitative data were analysed using qualitative content analyses, whereas frequency analysis and Chi-square statistics were applied for the quantitative data. The study was approved by the Norwegian Centre for Research Data, ref. 779586. Results: Qualitative data analysis indicated that the use of concept cartoons addresses different learning styles and could promote deep learning and enhance the environment for learning. The concept cartoons were also seen as valuable for examination preparation. Regarding potential improvements, more information about concept cartoons, how they were developed and how they were supposed to be used would be beneficial, and the cartoons could be used in a more time-efficient manner during lectures. Quantitative data indicated that most of the students thought that concept cartoons were useful and inspiring in learning A&P, and they would recommend further use to increase their understanding of central concepts. There were no significant differences across sex, age, or entrance qualifications when it comes to the benefits of using concept cartoons in learning A&P.publishedVersio

Using ‘concept cartoons’ in combination with a digital student-response system to support learning in Anatomy, Physiology, and Biochemistry in nursing education: A teaching strategy to promote student-active learning

Bakgrunn: Gode kunnskaper i anatomi, fysiologi og biokjemi (AFB) er nødvendig for at sykepleierstudenter skal kunne utvikle et klinisk blikk. Resultater fra nasjonal eksamen i AFB viser at mange sykepleierstudenter strever med dette emnet. Studentaktive læringsformer i undervisningen kan bidra til økt kognitivt engasjement hos studentene. Bruk av concept cartoons (CC) sammen med digitalt student-respons-system (SRS) kan anvendes som undervisningsstrategi for å fremme studentaktivitet i store studentgrupper. CC består av illustrasjoner som presenterer både vitenskapelig aksepterte påstander og feilforestillinger om sentrale begreper og prosesser i AFB. Hensikt: Hensikten med denne studien var å beskrive hvordan CC i kombinasjon med digital SRS kan benyttes som en studentaktiv læringsform i ulike undervisningsformer for å støtte sykepleierstudenters læring i AFB. Metode: Studien har et kvasieksperimentelt deskriptivt kvantitativt design. CC ble anvendt sammen med SRS i digital undervisning ved sykepleierutdanningen ved tre universiteter/høgskoler høsten 2020 (n = 92–671). Anvendelsen av CC fulgte tenk–par–del-modellen, og studentene stemte på samme CC tre ganger i samme undervisningsøkt. Data ble analysert ved bruk av frekvensanalyser, Cochrans Q og Chi-square test. Resultat: Det var en økning i prosentandelen studenter som valgte det beste svaralternativet mellom de tre avstemningene. For de fleste CC var det en særlig økning i prosentandelen beste svar ved andre avstemning, etter at svaralternativene hadde blitt diskutert med medstudenter. Konklusjon: CC kan støtte læringen av sentrale begreper og fysiologiske prosesser. Undervisningsstrategien med CC i kombinasjon med digital SRS kan egne seg til å fremme studentaktiv læring, særlig i forelesning.Background:Sufficient knowledge in anatomy, physiology, and biochemistry (AFB) is necessary for nursing stu-dents to develop a clinical gaze. Results from the national examination show that many students struggle with thissubject. Student-active learning can contribute to increased cognitive engagement among students. In this context,the use of concept cartoons (CC) together with a digital student-response system (SRS) can be appropriate. CC con-sists of illustrations presenting both scientifically accepted claims and misconceptions about concepts and pro-cesses in AFB.Aim:The study aimed to describe how CC, in combination with digital SRS, can be used as a student-active learn-ing strategy in various forms of teaching, to support nursing students’learning in AFB.Methods:The study has a quasi-experimental descriptive quantitative design. CC was used together with SRS indigital lectures in nursing education at three universities/colleges in autumn 2020, n=92–671. The application follo-wed the Think-Pair-Share model, and the students voted on the same CC three times during the lesson. Frequencyanalyses, Cochran’s Q and Chi-square test were applied for data analyses.Results:There was an increase in the proportion of students who chose the best response option between the threepolls. For most CCs, there was a particular increase in the proportion of best responses at the second poll, after theresponse options had been discussed with fellow students.Conclusion:CC might support the learning of concepts and physiological processes. The teaching strategy withCC in combination with digital SRS can be suitable for promoting student-active learning, especially in lecturespublishedVersio