The components of teachers' religious literacy: a systematic review based on Wright's model

The author examines the national growth of Bible literacy courses in America's public schools and examines what steps Christian universities and colleges can take to help meet the demand for teachers for these courses. The author asserts that several sources of training are currently available, but declares that they will be unable to train a majority of the increasing number of instructors that will be needed to fill these classes. As a result, Christian institutions need to develop courses specifically designed to prepare these instructors. The article examines why the recent growth of these courses across both entire states and school districts is likely to continue. The article then addresses the likely benefits of such courses, based on meta-analysis research and the examination of nationwide data sets. It then distinguishes the difference between Bible literacy and religious literacy, and also explains why Bible literacy is an important component of religious literacy. The paper concludes by examining the appropriate response of Christian universities and colleges.

Suboptimal mental health literacy levels among general hospital health care professionals negatively impact the care coordination of patients with physical-mental comorbidity. This review is to examine the evidence on the effectiveness of interventions to improve the mental health literacy of general hospital health care professionals. A systematic search of literature was conducted in 13 electronic databases with manual searching of reference lists from 1980 to 2021. Studies were screened by pre-set eligibility criteria, that is, participants who were general hospital health care professionals taking care of adult patients, the interventions aimed at improving any components of participants' mental health literacy, comparisons were alternative active intervention or no intervention, and the primary outcomes were any aspects of mental health literacy. Eight randomized controlled trials (N = 1,732 participants) were included in this review. Evidence indicated that mental health literacy interventions with educational components can improve components of the health care professionals' mental health literacy, in terms of mental health knowledge and mental illness-related attitudes/stigma. In addition, few studies evaluated all components of participants' mental health literacy. Based on the available evidence, educational interventions had a positive effect on components of general hospital health care professionals' mental health literacy. Health care organizations should provide educational programs to enhance general hospital health care professionals' mental health literacy. Further studies are needed to explore interventions that target all components of general hospital staff's mental health literacy and to evaluate its impact on the psychiatric consultation-liaison service utilization in general hospitals, as well as patient outcomes.

ABSTRACTThis study analyzes heterogeneous research with a focus on the knowledge, attitude, and behavior of farmers and the components of sustainable agriculture literacy through an interdisciplinary, systematic literature review for the time frame from 1996 to 2013. The major research databases were searched and 170 papers were identified. Paper selection reduced the total to 36 primary studies bibliographically and thematically. Several studies found that farmers have the ability to carry out some aspects of sustainable agriculture, such as integrated pest management. The relationship between knowledge and behavior of sustainable agriculture was relatively high. More than 70% of the correlation coefficients between knowledge and behavior were greater than 0.4. Two strategies were recommended for enhancing sustainable agricultural literacy: the ecosystem health approach and participatory methods for redesigning the curriculum of sustainable agriculture educational programs.

There has been a surge in child mental health literacy training programmes for non-mental health professionals. No previous review has examined the effectiveness of child mental literacy training on all professionals in contact with children. Studies were identified through a systematic literature search of the Cochrane, EMBASE, Medline, and PsycINFO databases in February 2019. The review included studies that delivered training to professionals who have regular contact with young people aged 0 to 19 in the context of their role and at least one component of mental health literacy; (a) knowledge, (b) attitudes, (c) confidence in helping, (d) intention to help and (e) actual helping behaviour. The quality of papers was reviewed using the Cochrane revised Risk of Bias Tool for randomized controlled trials (RCTs) and the Integrated Quality Criteria for the Review of Multiple Study Designs for non RCTs. Twenty-one studies met eligibility criteria (n = 3243). There was some evidence that global and specific child mental health literacy training improved professionals' knowledge and stigma-related attitudes towards mental health. Few studies investigated the impact of training on actual helping behaviour. There may be value in providing child mental health literacy training to professionals in contact with children, however there is a need for studies to evaluate the long-term impact of such training, particularly on subsequent access to appropriate support. Findings raise concerns about the quality of the studies reported in the systematic review and recommendations are made for future studies.

Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.

BackgroundWhile many aspects of the food system, such as availability, accessibility, price, and affordability, have been explored and evaluated, there is a limited understanding of the relationship between these factors...

The prevalence of mental disorders increases sharply during adolescence. Therefore, school teachers are in a good position to provide initial assistance to students with mental health problems. Although effects of a number of mental health literacy programs aimed at teachers have been reported, they have not yet been reviewed in a systematic manner. This study conducted a systematic review of the effectiveness of mental health literacy programs for teachers. PubMed, PsycINFO, CINAHL, ERIC, Web of Science and reference lists of included studies were searched in September 2018. Studies that quantitatively measured at least one of the main components of mental health literacy, including (a) knowledge of mental illnesses, (b) stigma towards mental illnesses, (c) confidence in helping students, and (d) behaviour of helping students, were included regardless of study design. Risk of bias was rated for each included study according to the Cochrane tool for randomized studies and the Cochrane tool, for raondomized studies, and the Risk of Bias Assessment Tool for Nonrandomized Studies (RoBANS), for nonrandomized studies. Sixteen studies met the inclusion criteria, including 1 randomized controlled trial (RCT), 2 cluster RCTs, 1 controlled before-and-after study and 12 case series. Most of the studies claimed significant improvement of knowledge, attitudes, behaviour and/or confidence. However, the overall quality for all outcomes was relatively low; 15 studies had high/unclear risk of bias due to lack of allocation concealment, not controlling for confounders, and/or inadequate analysis for attrition. More high quality evidence is required before the effectiveness of mental health literacy programs for teachers can be established.

In order to conduct a conceptual review, and to discover the topics and categories of research, this study firstly searches the Google Scholar database, and then conducts a specific analysis of the 17 publications, hoping to explore the overall research that constitutes the topic of digital literacy for teachers in the university setting, to understand whether the concept needs to be continuously defined. The relative theoretical framework and key components to guide teacher digital literacy in the context of higher education have not yet been formed. It is necessary to continue to review the concept and key components of digital literacy for teachers in higher education in the future, providing a perspective for digital transformation research in higher education institutions.

Background:The concept of Mental Health Literacy (MHL) relies on our capacity to understand and recognize mental illnesses and the ability to maintain and promote a positive mentality for ourselves and others. In our review, we aim to examine the level of MHL among healthcare providers in the Arab Gulf States.Methods:PubMed, PsycINFO, Medline were searched till August 2019. Studies were included if at least one of the main components of mental health literacy was reported, including (a) knowledge of mental illnesses, (b) stigma toward mental illnesses, (c) confidence in helping patients, and (d) behavior of helping patients, regardless of study design. The risk of bias was rated according to the modified Newcastle-Ottawa Quality Assessment Scale for cross-sectional studies.Results:Seven studies were included in the review; all of them were cross-sectional, with a total of 3516 participants from the healthcare system. Overall most of the studies claimed limited knowledge, negative attitudes, behavior and/or confidence among nurses, pharmacists, and physicians, especially juniors. However, the overall quality of all outcomes was relatively very low.Conclusion:More high-quality evidence and in-depth qualitative studies are required to bridge the gap between mental health needs and services delivered by healthcare providers in the Gulf Arab region.

The objectives of this review were to systematically review the research on school-based run/walk programmes and their measurements of physical literacy (PL) and physical activity (PA)-related components and to assess the different intervention methods and their impact on encouraging PL and PA. To be included in the review, studies had to satisfy all inclusion criteria. An electronic search was conducted on six databases, the last date search was 25 April 2022. All outcome measures were grouped using the Shearer et al. (2021) PL checklist and additional PA related outcomes. Ten studies were included in the final review. Five different run/walk interventions were identified and six studies followed or referred to The Daily Mile (TDM) protocol. Outcomes relating to the physical domain were most commonly explored, and no studies explored the cognitive domain. Four studies reported significant differences in cardiovascular endurance measures. Positive findings were also reported for outcomes relating to motivation and self-perception/self-esteem in the affective domain. Overall, run/walk programmes appear to provide promising results in favour of physical and affective development in PL. However, further high-quality studies are needed to draw firm conclusions. This review highlights the popularity of TDM and its potential to contribute to PL development.

A systematic review of depression literacy: Knowledge, help-seeking and stigmatising attitudes among adolescents

PurposeA systematic review of literature was conducted to compile, analyse and describe the methodology and measurement of childhood/adolescent health literacy.Design/methodology/approachSix online databases (ERIC, PubMed, CINAHL, Biomed Central, Web of Science and Sports Discuss) were systematically searched to identify English language, peer‐reviewed articles, published between 1980 and April 2011, which reported on the measurement of health literacy in a population under the age of 18. The search identified 16 articles to be included in the final review, from which, data were systematically extracted in order to answer four review questions concerning several aspects of the method and effectiveness of the completed studies.FindingsThe majority (n=13) of the studies described the use of newly developed measurement tools and enquiry methods. The majority (n=14) assessed health literacy via task performance as opposed to examining self‐reported health literacy. Thirteen health topics and nine distinct components of health literacy were identified as being scrutinised by the 16 articles. Examination of the intended measurement aims of each study, in comparison with the actual measurement methods revealed that six studies fully succeeded in examining what they intended to measure. It is concluded that even though research in this field is escalating, clear definitions and measurement methods of childhood health literacy must be developed in order to effectively expand the field further and comprehensively assess childhood health literacy.Originality/valueThis review is to our knowledge the first to collate and examine studies concentrating solely on the measurement of health literacy in a child and/or adolescent population.

This study aimed to analyze environmental education research (EER) in Turkey conducted in Grades K‐8 and published over the years 1997–2007. Due to the fact that there had been no systematic reviews of EER in Turkey prior to this time period, it was more appropriate to explore the implications of the results of this review for research policies and practices than for educational policies and practices in Grades K‐8. A substantial search of the international and national literature revealed 53 studies that fit the time frame and study characteristics. Three analyses of these studies were undertaken: (a) features of the research method; (b) socio‐demographic characteristics of the subjects; and (c) components of environmental literacy assessed. Three charts were constructed to support these analyses; e.g., one for each analysis. For analysis (a), quantitative surveys were the most common method. For analysis (b), greater attention was paid to the age, grade level, gender and residence of participating students. For analysis (c), greater attention was paid to knowledge of ecology and natural history, and knowledge of environmental problems and issues, less attention was paid to components of affect, and very little attention was paid to socio‐political‐economic knowledge, cognitive skills and environmentally responsible behavior.

Purpose To identify evidence of health literacy in young people with cerebral palsy (13–38 years), describe current strategies they use to access and build their health knowledge, and explore associations between health literacy and quality of life (QoL). Methods Four electronic databases were systematically searched (2001 to June 2023) to identify studies describing components of health literacy in this population. Two reviewers screened for eligibility, then extracted data and assessed methodological quality of included studies. Data were synthesised using a convergent integrated analysis framework and summarised with a narrative synthesis. Results Eleven studies were included (N = 363). Evidence of health literacy was demonstrated through a range of strategies young people employed to identify their specific information needs, develop health literacy skills, and learn experientially. The preferred method for building health knowledge was obtaining information from trusted sources. Information gaps were identified in topics such as ageing with cerebral palsy, sexuality and navigating intimate relationships. There were minimal data on health literacy and QoL. Conclusions Young people with cerebral palsy want tailored and credible health information to increase participation in making informed health-related decisions. Building capacity and development of self-efficacy may assist with the identification of emerging health literacy needs.

Education and literacy are important aspects of health promotion. The potential for health literacy to promote healthier choices has been widely examined, with studies variously incorporating food literacy, nutrition literacy and/or media literacy as components of health literacy, rather than treating each as unique concepts for health promotion. This study examines similarities and differences across health literacy, food literacy, nutrition literacy and health-promoting media literacy to highlight how each literacy type theorizes the relationship between education and health. A meta-review of existing scoping and systematic reviews examining literacy conceptualizations was conducted to examine the four literacies. Representative concept definitions were extracted and key competencies (or skills) and desired consequences were identified and grouped into subcategories for analysis. This study located 378 articles, of which 17 scoping/systematic reviews were included (10 for health literacy, 3 for food, 1 for nutrition and 3 for media). Representative concept definitions of the four literacy types revealed three skill categories (information acquisition, information analysis, and the application of information) and three categories of desired consequences (knowledge, attitudes and behaviors), with each of the four literacy types emphasizing varied collections of skills and desired consequences. Despite perceived similarities in content, health, food, nutrition and media literacy conceptualize the relationship between education and health differently, emphasizing the distinct types of knowledge to promote health-related outcomes. A better understanding of the differences between these four literacies will lead to informed decision making for researchers, educators and health practitioners in intervention design and implementation.