Using Photo Stories to Support Doctor-Patient Communication: Evaluating a Communicative Health Literacy Intervention for Older Adults
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Design
2.2. Participants
2.3. RCTs: Randomization
2.4. Intervention: Photo Story Booklet
2.5. Control Condition: Non-Narrative Brochure
2.6. Procedure
2.7. Measures
2.7.1. Primary Outcomes in the RCTs
2.7.2. Preferences as Additional Outcomes in the In-depth Interview Study in the Netherlands
2.8. Analyses
2.8.1. RCTs
2.8.2. In-depth Interview Study in the Netherlands
3. Results
3.1. RCTs: Participants
3.2. RCT in Germany: Outcomes
3.3. RCT in the Netherlands: Outcomes
3.4. In-depth Interview Study in the Netherlands: Participants
3.5. In-depth Interview Study in the Netherlands: Outcomes
Explanations for Preference
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Germany | The Netherlands | |||||
---|---|---|---|---|---|---|
Photo Story Booklet (n = 34) | Non-Narrative Brochure (n = 32) | Total (N = 66) | Photo Story Booklet (n = 28) | Non-Narrative Brochure (n = 26) | Total (N = 54) | |
Gender (female) | 24 | 22 | 46 | 19 | 16 | 35 |
Age | 73.2 (5.4) | 76.8 (8.5) | 75.0 (7.2) | 82.1 (2.7) | 83.6 (4.1) | 82.8 (3.5) |
Age (range) | 62−80 | 54−94 | 54−94 | 77−88 | 79−95 | 77−95 |
Education (estimated in years) | 10.74 (2.03) | 10.72 (2.26) | 10.73 (2.13) | 8.96 (2.81) | 8.69 (2.99) | 8.83 (2.88) |
Health (1 poor−5 excellent) | 3.33 (0.85) | 3.28 (0.96) | 3.31 (0.90) | 2.32 (0.86) | 2.31 (0.62) | 2.31 (0.75) |
Visiting frequency general practitioner (GP) (1 less than once a year–6 at least once a week) | 2.62 (0.99) | 2.66 (0.97) | 2.64 (0.97) | 2.50 (1.07) | 2.04 (1.04) | 2.28 (1.07) |
Health communication self-efficacy (AURA) (4 minimum−20 maximum) | 15.76 (3.64) | 16.22 (2.90) | 15.98 (3.29) | 15.79 (3.79) | 17.35 (2.65) | 16.54 (3.35) |
Health Literacy (SBSQ) (0 minimum−12 maximum) | 7.61 (2.28) | 7.81 (2.24) | 7.71 (2.24) | 8.74 (2.98) | 8.58 (3.08) | 8.66 (3.00) |
Photo Story Booklet | Non-Narrative Brochure | |||||
---|---|---|---|---|---|---|
Low HL | Medium HL | High HL | Low HL | Medium HL | High HL | |
Self-Efficacy | 3.98 (0.68) | 3.63 (1.01) | 4.09 (0.69) | 3.71 (0.88) | 4.03 (0.71) | 4.04 (0.63) |
Intention | 4.02 (0.78) | 3.96 (0.87) | 4.55 (0.62) | 4.36 (0.37) | 4.20 (0.72) | 4.37 (0.53) |
Photo Story Booklet | Non-Narrative Brochure | |||
---|---|---|---|---|
Low HL | High HL | Low HL | High HL | |
Self-Efficacy | 3.65 (0.78) | 4.22 (0.82) | 3.82 (0.74) | 4.71 (0.31) |
Intention | 3.63 (0.69) | 4.23 (0.90) | 3.88 (0.60) | 4.59 (0.40) |
Photo Story Booklet (n = 24) | Non-Narrative Brochure (n = 20) | Total (N = 44) | |
---|---|---|---|
Gender (female) | 16 | 13 | 29 |
Age | 82.3 (2.7) | 84.2 (4.5) | 83.2 (3.7) |
Age (range) | 79−88 | 79−95 | 79−95 |
Education (estimated in years) | 8.86 (2.90) | 9.00 (3.23) | 8.93 (3.02) |
Health (1 poor−5 excellent) | 2.38 (0.88) | 2.25 (0.64) | 2.32 (0.77) |
Visiting frequency GP (1 less than once a year−6 at least once a week) | 2.50 (1.10) | 2.15 (1.09) | 2.34 (1.10) |
Health communication self-efficacy (AURA) (4 minimum−20 maximum) | 15.92 (3.80) | 16.95 (2.82) | 16.39 (3.39) |
Health Literacy (SBSQ) (0 minimum−12 maximum) | 8.71 (2.90) | 8.50 (3.46) | 8.61 (3.13) |
Photo Story Booklet | Non-Narrative Brochure | |||
---|---|---|---|---|
Number of Mentions | Illustrative Quotes | Number of Mentions | Illustrative Quotes | |
(Q1) Why does the respondent consider the photo story booklet or the non-narrative brochure to be the best? | ||||
Topic: Attention and motivation | ||||
Attractiveness | 6 | ‘That one speaks to me more, it’s more pleasant.’ ‘I already know I like that one better, it’s more playful, I like it a lot more.’ | 1 | ‘This one is nicer of course… I think.’ |
Topic: Comprehension | ||||
Elaborateness | 10 | ‘That one has more information.’ ‘In that one it’s explained a bit more.’ | 0 | |
Clearness | 15 | ‘It’s very clear and the situations are explained very well.’ ‘The way it’s written makes everything very clear.’ ‘This is very clear and easy to understand, because of the stories.’ | 1 | ‘It’s clear.’ |
Comprehensibility | 2 | ‘It’s written in a simple style.’ ‘This one reads quicker.’ | 4 | ‘Well that one’s a bit shorter.’ ‘If there’s one thing I hate it’s having to read a lot.’ ‘That one’s more to the point.’ |
Recognizability/relevance | 4 | ‘In that one you see pictures. Like it is in daily life.’ ‘No, it’s all really familiar and recognizable for me.’ | 0 | |
Topic: Action | ||||
Mental processing | 1 | ‘This one has more pictures, it’s much more visual.’ | 0 | |
Emotional appeal | 3 | ‘Uhm, it gets to you more. It speaks to you.’ | 0 | |
Behavioral appeal | 1 | ‘You respond to this one quicker.’ | 0 | |
(Q2) Why does the respondent want to take the photo story booklet or the non-narrative brochure home? | ||||
Topic: Attention and motivation | ||||
Attractiveness | 4 | ‘Well that’s a pretty little book.’ ‘That one’s fun to read.’ | 0 | |
Topic: Comprehension | ||||
Elaborateness | 11 | ‘Because there’s more to read in that one.’ ‘That one is just a little more elaborate.’ | 0 | |
Clearness | 5 | ‘Clear example situations.’ ‘Clear information.’ ‘Easy to understand.’ | 0 | |
Comprehensibility | 3 | ‘That one’s easier to read, I think.’ | 2 | ‘Because this one is simpler. They put it in a way I can really understand it.’ |
Recognizability/relevance | 2 | ’And, well, those questions, they are very identifiable. When you’re at the doctors.’ ‘Because there are so many things in there that are recognizable to me.’ | 0 | |
Topic: Action | ||||
Mental processing | 2 | ‘And if you look at those examples, it’s easier to remember.’ ‘That one makes you think more, I guess.’ | 0 | |
Emotional appeal | 2 | ‘Because you, how do I explain this, can sympathize with that one more easily.’ ‘You really feel this one.’ | 0 | |
Behavioral appeal | 1 | ‘You get more out of that one.’ | 0 |
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Share and Cite
Koops van ‘t Jagt, R.; Tan, S.L.; Hoeks, J.; Spoorenberg, S.; Reijneveld, S.A.; de Winter, A.F.; Lippke, S.; Jansen, C. Using Photo Stories to Support Doctor-Patient Communication: Evaluating a Communicative Health Literacy Intervention for Older Adults. Int. J. Environ. Res. Public Health 2019, 16, 3726. https://doi.org/10.3390/ijerph16193726
Koops van ‘t Jagt R, Tan SL, Hoeks J, Spoorenberg S, Reijneveld SA, de Winter AF, Lippke S, Jansen C. Using Photo Stories to Support Doctor-Patient Communication: Evaluating a Communicative Health Literacy Intervention for Older Adults. International Journal of Environmental Research and Public Health. 2019; 16(19):3726. https://doi.org/10.3390/ijerph16193726
Chicago/Turabian StyleKoops van ‘t Jagt, Ruth, Shu Ling Tan, John Hoeks, Sophie Spoorenberg, Sijmen A. Reijneveld, Andrea F. de Winter, Sonia Lippke, and Carel Jansen. 2019. "Using Photo Stories to Support Doctor-Patient Communication: Evaluating a Communicative Health Literacy Intervention for Older Adults" International Journal of Environmental Research and Public Health 16, no. 19: 3726. https://doi.org/10.3390/ijerph16193726