Chidinma E Israel, Chisom I Ralph-Nwachukwu, Cynthia A Attah
Knowledge and Treatment Behaviour of Acne Vulgaris among Female Students of University of Nigeria, Enugu Campus, Enugu State, Nigeria
Indian journal of dermatology
older adults generally low health computer literacies making challenging function well ehealth era technology increasingly used health care little known effective interventions strategies improving ehealth literacy older population objective study examine effects theorydriven ehealth literacy intervention older adults experimental design 2 2 mixed factorial design learning method collaborative individualistic betweenparticipants variable time measurement pre post withinparticipants variable total 146 older adults aged 5691 mean 6999 sd 812 participated study february may 2011 intervention involved 2 weeks learning using national institutes healths seniorhealthgov website access reliable health information intervention took place public libraries participants randomly assigned either experimental condition collaborative n 72 individualistic n 74 overall participants knowledge skills ehealth literacy efficacy improved significantly pre post intervention p 001 cases effect sizes 08 statistical power 100 even 01 level cases controlling baseline differences significant main effect learning method found computerweb knowledge skills ehealth literacy efficacy thus collaborative learning differ individualistic learning affecting learning outcomes significant interaction effect learning method time measurement found group composition based gender familiarity peers prior computer experience significant main interaction effect learning outcomes regardless specific learning method used participants overwhelmingly positive attitudes toward intervention reported positive changes participation health care result intervention findings provide strong evidence ehealth literacy intervention tested study regardless specific learning method used significantly improved knowledge skills ehealth literacy efficacy pre post intervention positively perceived participants led positive changes health care collaborative learning differ individualistic learning affecting learning outcomes suggesting previously widely reported advantages collaborative individualistic learning may easily applied older population informal settings though several confounding factors might contributed finding ie largely inexperienced computer user composition study sample potential instructor effect ceiling effect research necessary firm conclusion drawn findings contribute literatures adult learning social interdependence theory health literacy