Digital health literacy among primary and secondary school teachers-a quantitative study.

Autor:	Rangnow P; Department of Health Sciences, Fulda University of Applied Sciences, Fulda, Germany.; Department of Applied Health Sciences, Hochschule für Gesundheit, University of Applied Sciences, Bochum, Germany., Fischer L; Department of Health Sciences, Fulda University of Applied Sciences, Fulda, Germany., Hartmann A; Department of Health Sciences, Fulda University of Applied Sciences, Fulda, Germany.; Department of Physiotherapy, Institute of Health Sciences, University of Lübeck, Lübeck, Germany., Renninger D; Department of Health and Sport Science, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.; WHO Collaborating Centre for Health Literacy, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany., Stauch L; Department of Health and Sport Science, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.; WHO Collaborating Centre for Health Literacy, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany., Okan O; Department of Health and Sport Science, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany.; WHO Collaborating Centre for Health Literacy, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany., Dadaczynski K; Department of Health Sciences, Fulda University of Applied Sciences, Fulda, Germany.; Center for Applied Health Sciences, Leuphana University Lueneburg, Lueneburg, Germany.
Jazyk:	angličtina
Zdroj:	Frontiers in public health [Front Public Health] 2024 Jun 07; Vol. 12, pp. 1334263. Date of Electronic Publication: 2024 Jun 07 (Print Publication: 2024).
DOI:	10.3389/fpubh.2024.1334263
Abstrakt:	Introduction: Digital health literacy (DHL) is a key competency for individuals' daily decisions toward their health behavior and wellbeing. While there is much focus on health literacy (HL) among the general population, teachers have been rarely addressed. Given the shortages in the teaching workforce in Europe and the impact of demanding working conditions on their health, it is important to address DHL in teachers. This paper examines the DHL of primary and secondary teachers and its associations with sociodemographic and school-related factors. Methods: An online cross-sectional study was conducted with 1,600 German primary and secondary school teachers between October and December 2022. To assess DHL, the Digital Health Literacy Instrument (DHLI) including seven subscales was used. Statistical analyses were conducted on item and subscale level and an overall DHL score was calculated. Next to descriptive analyses, bivariate and regression analyses were conducted to explore potential associations with sociodemographic and school-related factors. Results: The frequency of difficulty in using digital health information varied across DHL dimensions and was greatest for protecting privacy (70.9%) and evaluating reliability (40.0%). In multivariate analysis, females more often reported a sufficient ability of adding content (OR = 1.61, CI = 1.05-2.48), while males more often reported a sufficient ability to protect their privacy (OR = 0.45, CI = 0.27-0.75). Teachers with leadership positions more often reported a sufficient ability in adding content (OR = 1.78, CI = 1.07-2.98). Regarding the ability to determine the relevance of online health-related information, no associations with a predictor variable were found. Discussion: The results suggest that it is important to examine the individual dimensions of DHL and their distinct associations with sociodemographic and school-level factors, rather than just to rely on the overall level of DHL. The differential patterns identified in this study suggest a greater intervention need for teachers from higher age groups, primary and secondary general schools, and those without leadership roles. However, based on the limited predictive power of the variables included, further individual and school-level factors and their potential association with DHL should be investigated in the future. The promotion of DHL should be integrated into both teacher education and in-service training. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision. (Copyright © 2024 Rangnow, Fischer, Hartmann, Renninger, Stauch, Okan and Dadaczynski.)
Databáze:	MEDLINE
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