Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders
Abstract Introduction Research on health literacy is still at an early stage, lacking a dedicated measurement instrument for assessing children’s and adolescents’ health literacy. Such tools are necessary to generate the evidence required for informed intervention development. This study translated...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2024-03-01
|
| Series: | BMC Public Health |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12889-024-18329-9 |
| _version_ | 1797246951753777152 |
|---|---|
| author | Shanti Prasad Khanal Chitra Bahadur Budhathoki Bhimsen Devkota Torsten Michael Bollweg Orkan Okan |
| author_facet | Shanti Prasad Khanal Chitra Bahadur Budhathoki Bhimsen Devkota Torsten Michael Bollweg Orkan Okan |
| author_sort | Shanti Prasad Khanal |
| collection | DOAJ |
| description | Abstract Introduction Research on health literacy is still at an early stage, lacking a dedicated measurement instrument for assessing children’s and adolescents’ health literacy. Such tools are necessary to generate the evidence required for informed intervention development. This study translated the validated German HLS-Child-Q15 into the Nepalese context, creating the HLS-Child-Q22-NEP. Methods The research team initially created the HLS-Child-Q22-NEP using an additional item pool. We conducted thirteen one-on-one cognitive interviews with adolescent students from community schools in three districts of Nepal during the pre-test. We employed verbal probing techniques and deductively analysed the interviews based on Tourneau’s model, uncovering four main themes: (1) comprehension (with the two sub-categories: a) item comprehension and b) word comprehension); (2) retrieval; (3) judgement; and (4) response. Results Overall, participants responded positively to the HLS-Child-Q22-NEP. However, this study revealed comprehension challenges such as unfamiliarity, misunderstandings, and translation issues. Additionally, the study identified retrieval challenges and poor judgement, indicating limitations in the assessment. Participants experienced varying levels of difficulty with some items, emphasising the need for revised instructions. Subsequent revisions, guided by pretest insights, led to the development of the HLS-Child-Q24-NEP. Conclusion The development of the HLS-Child-Q22-NEP is a significant step in addressing Nepali adolescents’ lack of health literacy measurement. Despite its generally positive reception, this study encountered challenges in comprehending the scale, prompting enhancements, and developing the HLS-Child-Q24-NEP. Further research, both qualitative and quantitative, is necessary to evaluate the validity and reliability of the modified items. |
| first_indexed | 2024-04-24T19:50:58Z |
| format | Article |
| id | doaj.art-b1857e0e30a5453684642572de2b851d |
| institution | Directory Open Access Journal |
| issn | 1471-2458 |
| language | English |
| last_indexed | 2024-04-24T19:50:58Z |
| publishDate | 2024-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Public Health |
| spelling | doaj.art-b1857e0e30a5453684642572de2b851d2024-03-24T12:36:32ZengBMCBMC Public Health1471-24582024-03-0124111210.1186/s12889-024-18329-9Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-gradersShanti Prasad Khanal0Chitra Bahadur Budhathoki1Bhimsen Devkota2Torsten Michael Bollweg3Orkan Okan4Faculty of Education, Tribhuvan UniversityFaculty of Education, Tribhuvan UniversityFaculty of Education, Tribhuvan UniversityTUM School of Medicine and Health, Technical University of Munich, Professorship of Health LiteracyTUM School of Medicine and Health, Department of Sport and Health Sciences, Technical University of Munich, WHO Collaborating Centre for Health LiteracyAbstract Introduction Research on health literacy is still at an early stage, lacking a dedicated measurement instrument for assessing children’s and adolescents’ health literacy. Such tools are necessary to generate the evidence required for informed intervention development. This study translated the validated German HLS-Child-Q15 into the Nepalese context, creating the HLS-Child-Q22-NEP. Methods The research team initially created the HLS-Child-Q22-NEP using an additional item pool. We conducted thirteen one-on-one cognitive interviews with adolescent students from community schools in three districts of Nepal during the pre-test. We employed verbal probing techniques and deductively analysed the interviews based on Tourneau’s model, uncovering four main themes: (1) comprehension (with the two sub-categories: a) item comprehension and b) word comprehension); (2) retrieval; (3) judgement; and (4) response. Results Overall, participants responded positively to the HLS-Child-Q22-NEP. However, this study revealed comprehension challenges such as unfamiliarity, misunderstandings, and translation issues. Additionally, the study identified retrieval challenges and poor judgement, indicating limitations in the assessment. Participants experienced varying levels of difficulty with some items, emphasising the need for revised instructions. Subsequent revisions, guided by pretest insights, led to the development of the HLS-Child-Q24-NEP. Conclusion The development of the HLS-Child-Q22-NEP is a significant step in addressing Nepali adolescents’ lack of health literacy measurement. Despite its generally positive reception, this study encountered challenges in comprehending the scale, prompting enhancements, and developing the HLS-Child-Q24-NEP. Further research, both qualitative and quantitative, is necessary to evaluate the validity and reliability of the modified items.https://doi.org/10.1186/s12889-024-18329-9AdolescentsHealth literacyHLS-Child-Q-15NepalSchoolQualitative pretest |
| spellingShingle | Shanti Prasad Khanal Chitra Bahadur Budhathoki Bhimsen Devkota Torsten Michael Bollweg Orkan Okan Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders BMC Public Health Adolescents Health literacy HLS-Child-Q-15 Nepal School Qualitative pretest |
| title | Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders |
| title_full | Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders |
| title_fullStr | Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders |
| title_full_unstemmed | Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders |
| title_short | Adolescents’ understanding of the Nepalese version of HLS-CHILD-Q15: qualitative pre-testing in ninth-graders |
| title_sort | adolescents understanding of the nepalese version of hls child q15 qualitative pre testing in ninth graders |
| topic | Adolescents Health literacy HLS-Child-Q-15 Nepal School Qualitative pretest |
| url | https://doi.org/10.1186/s12889-024-18329-9 |
| work_keys_str_mv | AT shantiprasadkhanal adolescentsunderstandingofthenepaleseversionofhlschildq15qualitativepretestinginninthgraders AT chitrabahadurbudhathoki adolescentsunderstandingofthenepaleseversionofhlschildq15qualitativepretestinginninthgraders AT bhimsendevkota adolescentsunderstandingofthenepaleseversionofhlschildq15qualitativepretestinginninthgraders AT torstenmichaelbollweg adolescentsunderstandingofthenepaleseversionofhlschildq15qualitativepretestinginninthgraders AT orkanokan adolescentsunderstandingofthenepaleseversionofhlschildq15qualitativepretestinginninthgraders |