Strengths and limitations of this study
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Multiple information collection comprehensive strategies covering extensive information sources will be employed.
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The inclusion criteria include both academic and grey literature to ensure comprehensiveness but will be limited to publications in English.
Introduction
Objective
Community involvement
Steps | Aim | Inputs | Activities | Key circles | Outputs | Outcomes |
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Scoping review of published documents to gather published information | • Summarize the existing literature regarding health & wellbeing literacy • Determine the research gaps | Scoping review • Grey literature review | • Preliminary information search • Brainstorming session to develop search terms and databases • Refine search strategy | • Research team • Librarian • Citizen researcher from the community | • Environmental scan report • Summary of the existing literature | • Obtain a clear sense of available research • Increased knowledge on the topic |
Internet scan to review the existing health and wellbeing literacy initiatives | • Identify the existing CBHWLIs • Inventory the mode of operations and logistical requirements | • Comprehensive Web search | • Preliminary information search • Brainstorming session to develop search terms, and databases • Refine search string, strategy | • Research team • Communication experts • Citizen researcher from the community | • Environmental scan report • Identify existing mode of operations • Identify potential logistical needs | • Obtain a clear sense of available models of CBHWLIs • Increased knowledge on the topic |
Key informant interviews to gather professional information from unpublished sources | • Gather a full range of perspectives on CBHWLIs | • Key informant interviews: a. Identifying key informants through stakeholder analysis b. Engagement (recruitment) c. Interviews d. Data transcription e. Data analysis and presentation | • Collect feedback from stakeholders • Establish partnerships • Share findings from the literature review with stakeholders | • Research team • Stakeholders • Community champions • Citizen researcher from the community | • Environmental scan report • Identify key issues and priorities | • Receive practical comments from the stakeholders to incorporate in the next steps of full project development • Community champions have an increased understanding about the CBHLI • Their points of view are noted for further exploration into having them as a partner, if needed |
Community engagement for lay perspective | • Understand community perspectives on CBHWLIs • Understand community’s knowledge, attitude and practice towards CBHWLIs • Acquire in-depth narratives | • Focus group discussions: a. Identify participants b. Engagement (recruitment) c. Focus group discussions d. Data transcription, analysis, and presentation | • Engagement • Conduct focus groups with participant groups • Complete survey questionnaires with participant groups • Data analysis • Update project stakeholders on findings of the focus groups and surveys | • Research team • Community champions • Citizen researcher from the community | • Environmental scan report • Identify community perspectives on the possible CBHWLI | • Identify community members’ perceptions that may influence CBHWLI initiation • The research team increases their knowledge of how to communicate effectively with community people • Community participants increase their knowledge, skills, and confidence in engaging in a CBHWLI initiative |
Current evidence on health and wellness literacy initiatives | Gaps in knowledge about health and wellness literacy initiatives | Basics on health and wellness literacy initiatives formation process |
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What exactly is health and wellness literacy initiative? | What are the key uncertainties regarding a health and wellness literacy initiative in terms of impact? | What types of health and wellness literacy initiatives exist? |
What health and wellness literacy initiatives have shown previous benefit? | What are the ongoing studies on health and wellness literacy initiatives? | What are the benefits and drawbacks to each health and wellness literacy initiative? |
What are the previous benefits or drawbacks of health and wellness literacy initiatives? | What populations are currently receiving health and wellness literacy initiatives? | What aspects of health and wellness literacy initiatives are likely to make them more or less effective? |
In what populations have health and wellness literacy initiatives been implemented and studied? | What aspects of health and wellness literacy initiatives matter to different stakeholders? | For what aspect of a population was a health and wellness literacy initiative developed? And was the impact measured? |
Methods
Systematic scoping review
Identifying the research question
Study selection eligibility/inclusion criteria
Comprehensive systematic search
Published articles | Grey literature |
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Health sciences: • MEDLINE (Ovid) • EMBASE • PsycINFO • EBM Reviews • HealthSTAR • PubMed • PubMed Central • CINAHL • MEDLINE (Ebsco) Social sciences: • Psychology & Behavioral Sciences Collection • Social Science Data Archive • SocIndex with FullText • Sociological Abstracts • Social Work Abstracts Multi-disciplinary: • Web of Science • Education Research Complete • ERIC • Urban Studies Abstracts • Scopus • Canadian Research Index • LegalTrac • International Political Science Abstracts • PAIS Index • Leading Practices Database • Business Source Complete | Academic-focused search engines: • Google Scholar Repositories/theses: • ProQuest (theses and dissertations) • OAISter (WorldCat) Health sciences: • Health Sciences Online (HSO) • Turning Research into Practice (TRIP) • Canadian Institutes of Health Research (CIHR) • Canadian Institute for Health Information (CIHI) • Canadian Public Health Association (CHPA) • Public Health Agency of Canada (PHAC) • Public Health Ontario • Health Quality Ontario Health Canada • National Institutes of Health (NIH) • World Health Organization (WHO) • National Health Services (NHS) • Alberta Health Services (AHS) Insite • National Health and Medical Research Council, Australia • European Commission • U.S. Department of Health (Health.gov) • Centers for Disease Control and Prevention (CDC) • Global Health Literacy Academy Social sciences: • International Federation of Social Science Organizations (IFSSO) • Federation of Data Organizations for Social Science (IFDO) • Consortium of Social Science Associations (COSSA) • Organization for Social Science Research in Eastern and Southern Africa (OSSREA) • International Organization of Social Sciences and Behavioral Research (IOSSBR) • ABC Life Literacy Canada Other: • Canadian Public Legal Education (CPLE) organizations |
Published literature
Search terms for health literacy: | |
Health literacy [keyword, MeSH]; (health OR wellness OR wellbeing) [Keyword]; literacy [keyword, MeSH]; well* adj3 literacy; Patient Education as Topic [MeSH]; Health Education [keyword, MeSH];”health knowledge” [Keyword]; Information Literacy [keyword, MeSH]; Prenatal Education [keyword, MeSH]; Patient Education Handout [keyword, MeSH]; Health Education, Dental [keyword, MeSH]; Consumer Health Information [keyword, MeSH]; Health Information [keyword, MeSH];; | |
Search terms for behavioral traits/actions of health literacy | |
Health knowledge, attitudes, practice [MeSH]; health promotion [keyword, MeSH]; health numeracy [keyword]; patient participation [MeSH]; patient empower* [keyword]; health empower* [keyword]; health behaviour [keyword]; health behavior [keyword, MESH[; self-administration [keyword, MESH]; decision making [keyword, MeSH]; informed decision [keyword]; informed consent [keyword, MeSH]; health-related decision making [keyword] | |
Search terms for immigrant: | |
Immigrant* [keyword]; Immigrants [MeSH]; emigrant* [keyword]; alien* [keyword]; “emigrants and immigrants” [MeSH]; Undocumented immigrant* [keyword, MeSH]; Newcomer* [keyword]; Refugee* [keyword, MeSH]; asylum [keyword]; asylum seeker [keyword]; displaced [keyword]; resettle [keyword]; Humanitarian [keyword]; entrant [keyword]; settle [keyword]; displaced person [keyword]; displaced population [keyword]; “internally displaced person” [keyword]; “war population” [keyword]; “forced migra*” [keyword]; “refugee camp*” [keyword]; Refugee Camps [MeSH] | |
Search string formation: | |
(“health literacy” OR “patient education as a topic” OR “health education” OR “health knowledge” OR “information literacy” OR “prenatal education” OR “patient education handout” OR health education, dental OR “consumer health information” OR “health information” OR “health promotion” OR “health numeracy” OR “patient empower*” OR “health empower*” OR “health promotion” OR “health knowledge, attitudes, practice” OR “patient participation” OR “health behaviour” OR “health behavior” OR “self-administration” OR “decision making” OR “informed decision” OR “informed consent” OR “health-related decision making” OR ((health OR wellness OR well-being OR wellbeing) AND (literacy OR education OR information)) OR ((access* OR seek* out OR obtain* OR find* OR gain*) AND (“health information” OR “consumer health information”)) OR ((understand* OR perceive* OR perception OR comprehen*) AND (“health information” OR “consumer health information”)) OR ((apprais* OR assess* OR evaluat* OR interpret* OR judge* OR apply*) AND (“health information” OR “consumer health information”))) AND (immigrant* OR emigrant* OR alien* OR “undocumented immigrant*” OR newcomer* OR refugee* OR asylum OR “asylum seeker” OR displaced OR resettle OR humanitarian OR entrant OR settle OR “displaced person” OR “displaced population” OR “internally displaced person” OR “war population” OR “forced migra*” OR “refugee camp*”) |
Grey literature
Identifying relevant studies/article screening
Data abstraction and data charting
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Comments |