Additional file 2: of Influencing factors associated with the mode of birth among childbearing women in Hunan Province: a cross-sectional study in China

Dataset of Survey. (XLS 1417 kb

Additional file 1: of Influencing factors associated with the mode of birth among childbearing women in Hunan Province: a cross-sectional study in China

A full List of Questionnaire. (DOC 67 kb

Measuring Health Literacy Regarding Infectious Respiratory Diseases: A New Skills-Based Instrument

<div><p>Background</p><p>There is no special instrument to measure skills-based health literacy where it concerns infectious respiratory diseases. This study aimed to explore and evaluate a new skills-based instrument on health literacy regarding respiratory infectious diseases.</p><p>Methods</p><p>This instrument was designed to measure not only an individual’s reading and numeracy ability, but also their oral communication ability and their ability to use the internet to seek information. Sixteen stimuli materials were selected to enable measurement of the skills, which were sourced from the WHO, China CDC, and Chinese Center of Health Education. The information involved the distribution of epidemics, immunization programs, early symptoms, means of disease prevention, individual’s preventative behavior, use of medications and thermometers, treatment plans and the location of hospitals. Multi-stage stratified cluster sampling was employed to collect participants. Psychometric properties were used to evaluate the reliability and validity of the instrument.</p><p>Results</p><p>The overall degree of difficulty and discrimination of the instrument were 0.693 and 0.482 respectively. The instrument demonstrated good internal consistency reliability with a Cronbach’s alpha of 0.864. As for validity, six factors were extracted from 30 items, which together explained 47.3% of the instrument’s variance. And based on confirmatory factor analysis, the items were grouped into five subscales representing prose, document, quantitative, oral and internet based information seeking skills (χ² = 9.200, P>0.05, GFI = 0.998, TLI = 0.988, AGFI = 0.992, RMSEA = 0.028).</p><p>Conclusion</p><p>The new instrument has good reliability and validity, and it could be used to assess the health literacy regarding respiratory infectious disease status of different groups.</p></div

Confirmatory factor analysis of the instrument of health literacy by Covariance Structure Analysis with standard coefficients.

<p>Note: “e1” to “e5” were the residuals of variables.</p

Correlation coefficients of sub-scales of health literacy.

<p>Note: **<i>P</i><0.01.</p>a<p>The print-prose literacy scale measured the knowledge and skills needed to search, comprehend, and use information from texts that were organized in sentences or paragraphs.</p><p>The print-document literacy scale measured the knowledge and skills needed to search, comprehend, and use information from non-continuous texts in various formats.</p><p>The print-quantitative scale measured the knowledge and skills needed to identify and perform computations using numbers embedded in printed materials. <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0064153#pone.0064153-Kutner1" target="_blank">[5]</a>.</p><p>The oral literacy scale measured the skills to comprehend and interpret information in the form of videos and recordings.</p><p>The internet literacy scale measured the skills to utilize the internet to obtain health information.</p

Reliability and construct validity of the instrument on health literacy regarding infectious respiratory diseases.

<p>Note: ^a, it was calculated by six items from <i>f₃</i> and <i>f₆</i>.</p

Psychometric properties of health literacy items regarding infectious respiratory.

<p>Note: ^a:The print-prose literacy scale measured the knowledge and skills needed to search, comprehend, and use information from texts that were organized in sentences or paragraphs.</p><p>The print-document literacy scale measured the knowledge and skills needed to search, comprehend, and use information from non-continuous texts in various formats.</p><p>The print-quantitative scale measured the knowledge and skills needed to identify and perform computations using numbers embedded in printed materials. <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0064153#pone.0064153-Kutner1" target="_blank">[5]</a>.</p><p>The oral literacy scale measured the skills to comprehend and interpret information in the form of videos and recordings.</p><p>The internet literacy scale measured the skills to utilize the internet to obtain health information.</p>b<p>, P_H is the score for the top 27%, and P_L is the score for the bottom 27%; D = P_H–P_L.</p>c<p>, the video describes early symptoms of tuberculosis and some policies about it.</p>d<p>, the video describes knowledge and skills in daily life to prevent H1N1 flu.</p

Comparison of health literacy scores by participant characteristics.

<p><i>Note</i>: The Student-Newman-Keuls method was used to control the total α level. There were significant differences between *, ^†,^‡ and ^# groups, but no significant differences within each group.</p

Choice of coping style if patients were fired because of hepatitis B infection.

<p>Choice of coping style if patients were fired because of hepatitis B infection.</p

Results of the generalized linear model of discrimination status and associated factors.

<p>Results of the generalized linear model of discrimination status and associated factors.</p