Carme Hernández-Rabanal1, Aurora Vall2, Clara Boter3. 1. Departament de Biblioteconomia, Documentació i Comunicació Audiovisual, Facultat de Biblioteconomia i Documentació, Universitat de Barcelona, Barcelona, España. Electronic address: carme.hern@ndez.cat. 2. Departament de Biblioteconomia, Documentació i Comunicació Audiovisual, Facultat de Biblioteconomia i Documentació, Universitat de Barcelona, Barcelona, España. 3. Institut Català de la Salut, CAP Guinardó, Àmbit d'Atenció Primària Barcelona Ciutat, Barcelona, España.
Abstract
OBJECTIVE: To explore whether training on strategies to identify and assess health-related information online has a positive impact on students' perception of their own eHealth literacy. METHODS: The validated eHealth Literacy Scale (eHEALS) was administered to a sample of upper secondary school students, aged 15-18. One week later, they attended a training session on how to search and identify reliable health-related information and resources online. The eHEALS was administered again at the end of this session. Information about gender and school year was collected in both sessions. Perceived eHealth literacy was assessed by comparing the scores obtained before and after the session. Bivariate and multiple linear regressions were completed. RESULTS: Of the 298 students enrolled in upper secondary school (Bachillerato), 285 were included in the study. Approximately 52.28% (149) were female, and 47.72% (136) were male. The mean eHEALS score before the session was 24.19 (range: 8-40), and was 28.54 after it. The training was associated with higher perceived eHealth literacy scores (p <0,0001). Health literacy was positively associated with the usefulness and importance students give the Internet. CONCLUSIONS: Attendance at a training session on strategies to identify and assess health-related resources online is associated with higher levels of perceived eHealth literacy. Implementing specific training sessions on eHealth literacy in upper secondary school is a promising approach for enhancing students' eHealth literacy.
OBJECTIVE: To explore whether training on strategies to identify and assess health-related information online has a positive impact on students' perception of their own eHealth literacy. METHODS: The validated eHealth Literacy Scale (eHEALS) was administered to a sample of upper secondary school students, aged 15-18. One week later, they attended a training session on how to search and identify reliable health-related information and resources online. The eHEALS was administered again at the end of this session. Information about gender and school year was collected in both sessions. Perceived eHealth literacy was assessed by comparing the scores obtained before and after the session. Bivariate and multiple linear regressions were completed. RESULTS: Of the 298 students enrolled in upper secondary school (Bachillerato), 285 were included in the study. Approximately 52.28% (149) were female, and 47.72% (136) were male. The mean eHEALS score before the session was 24.19 (range: 8-40), and was 28.54 after it. The training was associated with higher perceived eHealth literacy scores (p <0,0001). Health literacy was positively associated with the usefulness and importance students give the Internet. CONCLUSIONS: Attendance at a training session on strategies to identify and assess health-related resources online is associated with higher levels of perceived eHealth literacy. Implementing specific training sessions on eHealth literacy in upper secondary school is a promising approach for enhancing students' eHealth literacy.
Authors: Alejandro De la Hoz; Javier Cubero; Lina Melo; Miguel A Durán-Vinagre; Susana Sánchez Journal: Int J Environ Res Public Health Date: 2021-06-21 Impact factor: 3.390