Hyman Antonia, Stewart Kurtis, Jamin Anne-Marie, Novak Lauscher Helen, Stacy Elizabeth, Kasten Gerry, Ho Kendall
Digital Emergency Medicine, Department of Emergency Medicine, Faculty of Medicine, The University of British Columbia, 818 West 10th Avenue, Vancouver, BC V5Z 1M9, Canada.
Community Nutrition Services, Squamish Community Health Centre, Vancouver Coastal Health, PO Box 220 1140 Hunter Place, Squamish, BC V8B 0A2, Canada.
Prev Med Rep. 2020 Jun 18;19:101149. doi: 10.1016/j.pmedr.2020.101149. eCollection 2020 Sep.
Promoting digital health literacy and healthy lifestyle behaviours in children can lead to positive long-term health outcomes and prevent chronic diseases. However, there are few school-based interventions promoting this education to intermediate elementary students. The objective of this study was to test the effectiveness of a novel intervention to increase students' digital health literacy and health knowledge. Learning for Life is a classroom-based education program, developed for grade 4-7 students and delivered by teachers over six weeks. Three Canadian schools were recruited to deliver the intervention in 2018. This study had a pre-post design and no control group. Students' self-reported digital health literacy and healthy lifestyle behaviours were measured at pre-intervention (n = 126), post-intervention (n = 119), and two-month follow-up (n = 104). Students at pre-intervention had a mean (SD) age of 10.98 (0.56) years (57.1% females). Almost all (97%) students had unsupervised access to the Internet through a computer or smartphone. From pre- to post-intervention, students' digital health literacy increased (p = 0.009), but decreased from post-intervention to follow-up (p < 0.001). Post-intervention, the majority of students could identify at least one healthy behaviour (e.g., exercising one hour/day) and reported making at least one healthy change in their lives (e.g., eating more fruits/vegetables). This study demonstrated that the Learning for Life intervention can improve intermediate elementary students' digital health literacy over the short-term and help them learn and retain healthy lifestyle knowledge and behaviours. These findings affirm the need for interventions promoting digital healthy literacy and healthy lifestyle behaviours for this age group.
提高儿童的数字健康素养和健康生活方式行为能够带来积极的长期健康成果，并预防慢性病。然而，针对小学中年级学生开展此类教育的校内干预措施却很少。本研究的目的是测试一种新型干预措施在提高学生数字健康素养和健康知识方面的有效性。“为生活而学习”是一项基于课堂的教育项目，专为四年级至七年级学生开发，由教师在六周内授课。2018年，三所加拿大学校被招募来实施该干预措施。本研究采用前后测设计，没有对照组。在干预前（n = 126）、干预后（n = 119）和两个月随访时（n = 104）测量了学生自我报告的数字健康素养和健康生活方式行为。干预前学生的平均（标准差）年龄为10.98（0.56）岁（57.1%为女性）。几乎所有（97%）的学生都能在无人监管的情况下通过电脑或智能手机访问互联网。从干预前到干预后，学生的数字健康素养有所提高（p = 0.009），但从干预后到随访时有所下降（p < 0.001）。干预后，大多数学生能够识别至少一种健康行为（如每天锻炼一小时），并报告在生活中至少做出了一项健康改变（如多吃水果/蔬菜）。本研究表明，“为生活而学习”干预措施能够在短期内提高小学中年级学生的数字健康素养，并帮助他们学习和保持健康的生活方式知识及行为。这些发现证实了针对该年龄组开展促进数字健康素养和健康生活方式行为干预措施的必要性。
