Abstract
The term “health information literacy” denotes the set of abilities that enables individuals to search, retrieve, evaluate, and use health information to make adequate health decisions. Health info...
Highlights
The term “health information literacy” has been defined by the Medical Library Association in 2003 as “the set of abilities needed to recognize a health information need, identify likely information sources and use them to retrieve relevant information, assess the quality of the information and its applicability to a specific situation, and analyse, understand, and use the information to make good health decisions” (Shipman, Kurtz-Rossi, & Funk, 2009, p. 294)
The present paper aims at filling these gaps by examining the factorial structure, and construct validity of a German version of the Everyday Health Information Literacy Screening tool (EHILS) (Niemelä et al, 2012)
The estimate of Cronbach’s α is comparable to the value of .56 reported by Niemelä et al (2012), considerably lower than in a study including a more heterogeneous sample (Hirvonen, Ek et al, 2015, α = .70). It points to lack of unidimensionality of the EHILS and gives reason to further explore its structure by means of factor analysis
Summary
The term “health information literacy” has been defined by the Medical Library Association in 2003 as “the set of abilities needed to recognize a health information need, identify likely information sources and use them to retrieve relevant information, assess the quality of the information and its applicability to a specific situation, and analyse, understand, and use the information to make good health decisions” (Shipman, Kurtz-Rossi, & Funk, 2009, p. 294). The Everyday Health Information Screening tool (EHILS; Niemelä, Ek, ErikssonBacka, & Huotari, 2012), a short self-report questionnaire, has been developed and tested within several Finnish samples with regard to its factorial structure, group mean differences, and associations with sociodemographic characteristics (Enwald et al, 2016; Hirvonen, Ek, Niemelä, Korpelainen, & Huotari, 2015). The present paper adds to this research by examining the factorial structure of a German version of the EHILS and by providing empirical evidence for the validity of the tool To this means, the EHILS was applied in a sample of German university students, and its structural properties and correlations with conceptually related self-report questionnaires as well as cognitive ability tests were examined
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