Increasing Environmental Health Literacy through Contextual Learning in Communities at Risk
| Autor: | Leif Abrell, Sanlyn Buxner, Jean E.T. McLain, Monica D. Ramirez-Andreotta, Leona F. Davis, Aminata Kilungo |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Program evaluation
Health Knowledge Attitudes Practice Health Toxicology and Mutagenesis media_common.quotation_subject education lcsh:Medicine 010501 environmental sciences Informal education Community action environmental health risk 01 natural sciences Article Literacy 03 medical and health sciences contextual learning Environmental health Humans Learning environmental health literacy hazardous waste sites 0105 earth and related environmental sciences media_common environmental justice communities 030505 public health informal education lcsh:R Stressor Arizona Community Participation Public Health Environmental and Occupational Health Contextual learning Citizen journalism program evaluation Environmental Exposure Health Surveys rainwater harvesting Health Literacy Personal experience 0305 other medical science Environmental Health |
| Zdroj: | International Journal of Environmental Research and Public Health Volume 15 Issue 10 International Journal of Environmental Research and Public Health, Vol 15, Iss 10, p 2203 (2018) |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph15102203 |
| Popis: | Environmental health literacy (EHL) has recently been defined as the continuum of environmental health knowledge and awareness, skills and self-efficacy, and community action. In this study, an interdisciplinary team of university scientists, partnering with local organizations, developed and facilitated EHL trainings with special focus on rainwater harvesting and water contamination, in four communities with known environmental health stressors in Arizona, USA. These participatory trainings incorporated participants&rsquo prior environmental health risk knowledge and personal experiences to co-create training content. Mixed methods evaluation was conducted via pre-post participant surveys in all four trainings (n = 53). Participants who did not demonstrate baseline environmental science knowledge pre-training demonstrated significant knowledge increase post-training, and participants who demonstrated low self-efficacy (SE) pre-training demonstrated a significant increase in SE post-training. Participants overall demonstrated a significant increase in specific environmental health skills described post-training. The interdisciplinary facilitator-scientist team also reported multiple benefits, including learning local knowledge that informed further research, and building trust relationships with community members for future collaboration. We propose contextual EHL education as a valuable strategy for increasing EHL in environmental health risk communities, and for building academia-community partnerships for environmental health research and action. |
| Databáze: | OpenAIRE |
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