Morton Emma, Kanani Sahil S, Dee Natalie, Hu Rosemary Xinhe, Michalak Erin E
School of Psychological Sciences, Monash University, Clayton, Australia.
Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.
J Particip Med. 2025 May 9;17:e59806. doi: 10.2196/59806.
Smartphone apps can improve access to bipolar disorder (BD) care by delivering elements of effective psychological interventions, thereby promoting quality of life and reducing relapse risk and mood instability in BD. While many people with BD are interested in using publicly available mental health smartphone apps, without guidance, they risk selecting apps that are unsafe or ineffective.
This study aimed to co-design a brief educational video on identifying appropriate mental health apps and to evaluate the acceptability and impact of this video among individuals with BD.
Individuals with lived experience of BD, including 2 peer researchers and members of 2 advisory groups (n=4 and n=7), were consulted to develop a video with information on selecting safe, effective, and engaging mental health apps for BD. Video acceptability and impact on self-reported digital health literacy (including both general eHealth literacy and more specific mobile health literacy) were evaluated via a web-based survey, including both a validated measure and complementary items developed by the research team.
In total, 42 individuals with BD completed the evaluation survey (n=29, 69% women, mean age 38.6, SD 12.0 years). Digital health literacy, measured using the self-report eHealth Literacy Scale, significantly improved after viewing the video (pre: mean 32.40, SD 4.87 and post: mean 33.57, SD 4.67; t=-3.236; P=.002; d=-0.50). Feedback supported the acceptability of the video content and format. Self-report items developed by the study team to assess mobile health literacy showed that individuals felt better able to determine which apps would protect their data (P=.004) and to ask their health care provider for support in choosing apps (P<.001) after watching the video.
This study found preliminary evidence that an educational video can help people with BD improve their ability to identify, apply, and evaluate the quality of digital health resources. The video and a supplementary web-based educational module are freely available for implementation in health care settings and have the potential to be a cost-effective and accessible resource for clinicians to support patients with BD to navigate the public app marketplace in support of their self-management goals.
智能手机应用程序可以通过提供有效心理干预的要素来改善双相情感障碍（BD）的护理，从而提高生活质量，降低BD的复发风险和情绪不稳定。虽然许多BD患者有兴趣使用公开可用的心理健康智能手机应用程序，但如果没有指导，他们可能会选择不安全或无效的应用程序。
本研究旨在共同设计一个关于识别合适心理健康应用程序的简短教育视频，并评估该视频在BD患者中的可接受性和影响。
咨询了有BD生活经历的个体，包括2名同伴研究人员和2个咨询小组的成员（分别为4人和7人），以制作一个视频，其中包含选择安全、有效且吸引人的BD心理健康应用程序的信息。通过基于网络的调查评估视频的可接受性及其对自我报告的数字健康素养（包括一般电子健康素养和更具体的移动健康素养）的影响，该调查包括一个经过验证的量表和研究团队开发的补充项目。
共有42名BD患者完成了评估调查（n = 29，69%为女性，平均年龄38.6岁，标准差12.0岁）。使用自我报告的电子健康素养量表测量，观看视频后数字健康素养显著提高（观看前：平均32.40，标准差4.87；观看后：平均33.57，标准差4.67；t = -3.236；P = 0.002；d = -0.50）。反馈支持视频内容和形式的可接受性。研究团队开发的用于评估移动健康素养的自我报告项目显示，观看视频后，个体感觉更有能力确定哪些应用程序会保护他们的数据（P = 0.004），并向他们的医疗保健提供者寻求选择应用程序的支持（P < 0.001）。
本研究发现初步证据表明，一个教育视频可以帮助BD患者提高其识别、应用和评估数字健康资源质量的能力。该视频和一个基于网络的补充教育模块可免费用于医疗保健环境中，有可能成为临床医生支持BD患者在公共应用市场中导航以实现自我管理目标的具有成本效益且易于获取的资源。
