227 - Digital Health Literacy Promotion among Undergraduate University Students

Poster Number: 227
Publication Number: 227.1445

Background: Health literacy (HL) has evolved into a multidimensional concept that involves individual's ability to read and understand health information, as well as their capacity to apply that information effectively. The World Health Organization considered HL a priority for achieving the Sustainable Development Goal (SDG) 3 aiming at improving life for future generations. Increasing HL among young adults is a cornerstone in supporting their wellbeing and ensuring that they make informed health decisions.

Objective: To promote digital HL among undergraduate university students from non-health related majors by addressing various health aspects.

Design/Methods: The study was conducted by the National Collaborative Perinatal Neonatal Network at 4 universities. Online sessions based on the LINC factors (Lifestyle, Infection, Nutrition, and Contraception) were delivered by a multidisciplinary team. The students completed knowledge and behavior assessments pre, immediately post and 3/6-months following implementation. Students who completed the 3 assessments were included in the analysis. Generalized Linear Model was used to show improvements in knowledge. Wilcoxon signed-rank test was used to assess changes in self-rated knowledge and behaviors.

Results: 100 students, from different majors such as business, engineering, education, and others, were recruited, with 69% being females. Comparing pre, post and 3/6-month post assessment, significant improvements were noted in the total knowledge score across modules (Table 1). The average knowledge score demonstrated improvement across the program. It increased from 66% pre to 71% immediately after completion. Finally the average knowledge score remained at 70%, higher than the baseline , 3/6-month post implementation. In addition, self-rated knowledge improved significantly for birth spacing, family planning, and preconception health between pre and 3/6-month post implementation. This knowledge was retained between post and 3/6-month post-implementation, as no significant change was observed (Table 2). Upon receiving these sessions, students demonstrated also positive change in their psychological wellbeing.

Conclusion(s): The HL sessions had a positive impact on students highlighting the effectiveness of this approach in achieving SDG 3. This study underlines the critical role of enhancing HL among young populations to promote and sustain positive health outcomes. Prioritizing the availability of health digital tools promotes access for individuals to reliable information, empowering them to make informed health decisions.