Validity and Reliability of the Portuguese Version of the Rapid Estimate of Adult Literacy in Dentistry - REALD-29 PT

Background Health literacy is a main factor in health for its improvement, allowing the individuals to have a greater capacity to engage and participate in collective health promotion actions. The assessment of functional health literacy to determine the ability that each individual has to understand basic health information is essential. The aim of the present study was to translate and perform the cross-cultural adaptation of the Rapid Estimate of Adult Literacy in Dentistry (REALD-30) to Portuguese language and test the reliability and validity of this version. Methods The REALD-30 in the Portuguese language (REALD-29 PT) was applied to a group of individuals that participate in the program Atividade Senior, developed by the municipality of Viseu, Portugal. The final sample was composed by 206 participants that accepted responding to the questionnaire and to the REALD-30 Portuguese version (REALD-29 PT). Translation and cultural adaptation of the questionnaire and the statistical validation was accomplished in order to complete the process and obtain the REALD-29 PT. Results The REALD-29 PT presented good internal reliability. Cronbach’s alpha ranged from 0.89 to 0.90 when words were deleted individually. The analysis of test-retest reliability revealed excellent reproducibility. We can verify that the REALD-30 scale for assessment of oral health literacy among older adults presents an acceptable internal consistency, with a global Cronbach´s alpha of 0.894. Conclusions The REALD-29 PT scale can be applied to assess oral health literacy among older Portuguese adults, presenting an acceptable internal consistency and is validated to assess oral health literacy and is crucial in epidemiological studies.

Antenatal Care (ANC) Coverage, Health Infrastructure, and Postnatal Care (PNC) Services Utilization: A District Level Analysis of Punjab-Pakistan

Awareness of receiving postnatal care is uncommon in Punjab (Pakistan) and supply-side is also unfortunate. Sufficient uptake of PNC may helpful in reducing maternal mortality. Thus, this study explored the demand and supply-side determinants of maternal health (utilization of PNC) care for 35 districts of Punjab, Pakistan. Percentage of women of reproductive ages using PNC services in the 35 districts of Punjab was the outcome variable. While, ANC utilization, adult literacy rate, household wealth, physical infrastructure had been considered as the explanatory variables. Secondary data were obtained from Punjab Development Statistics reports from the years 2010 to 2016. Pooled ordinary least square (OLS) and Generalized Method of Moments (GMM) were applied as estimation techniques. It was found that the percentage of women of reproductive ages using ANC services (0.662, p < 0.01), the percentage of households receiving remittances from abroad (0.570, p < 0.01), the percentage of households having access to improved sanitation facilities (0.569, p < 0.01), the percentage of households having their own houses (0.530, p < 0.05), and district-based health infrastructure index (0.237, p < 0.05) had strong positive and significant impact on PNC utilization. The study concluded that district-based targets relating to PNC coverage could be achieved by intervening through ANC utilization behavior, household wealth (remittances receipts), and through the provision of infrastructure (healthcare, sanitation) to the residents of the district. Need to ensure the availability and accessibility of PNC in order to reduce the health disparities among the districts of Punjab.

Telemedicine during COVID-19: India embracing the change

Telemedicine has been around for decades but it has taken foreground in health services recently. When COVID-19 cases started to be reported in the country it brought with itself panic and chaos. At all India level, the adult literacy rate is 77.7%, this could also be linked to unawareness related to the disease in rural areas. The sudden countrywide lockdown imposed was of no help and further worsened the situation for economically weaker section of the society. During the struggle of our nation to overcome the COVID-19 Telemedicine has indeed played a vital role. People in fear of contacting the disease and due to nationwide lockdown were unable to reach their health care provider. People with pre-existing conditions that needs regular monitoring, pregnancy related queries, queries on new symptoms, psychological counselling and many more could not wait for the COVID-19 to be over before they get any help on the issues.­­ Telemedicine shall continue developing and be used in a multitude of settings by more health-care doctors and patients, and these standards of practice will be a crucial driver within this evolution.

Age, Period, and Cohort Effects on Literacy Skills across Life Stages

Literacy skills are essential adult competencies for economic, social, political and cultural participation, which are linked to higher quality of life. Literacy skills are known to be lower for older age groups. However, relatively little is known about cohort and period effects, which provide clues to the sociohistorical impacts on literacy, in addition to the well-known age effects, over the life course. This study analyzed three nationally representative cross-sectional survey data of the U.S. adults at five time points, from the 1994 International Adult Literacy Survey (IALS), 2003 Adult Literacy and Life Skills Survey (ALL), and the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC). The total analytic sample was 17,450 adults age between 18 and 65 years old. The literacy measures were re-scaled (0-500 points) to be comparable across the surveys. An age-period-cohort hierarchical linear model (i.e., cross-classified random effects model) was constructed using the Bayes estimator. Individuals were cross-classified based on 14 five-year birth cohort and 5 periods (survey years) information. Results showed that literacy skills improved [95% credibility-interval (CI) for linear effect of age = (0.31, 1.07), but the rate of improvement declined over time, faster rates of decline in later life stages [95% CI for quadratic effect of age = (-0.17, -0.09)]. Additionally, the notable variability across the cohorts and periods [95% CI variances = (5.34, 52.52) and (2.30, 172.01), respectively] were identified. Possible explanations for the identified age, period and cohort effects on literacy and implications for adult competencies in later life are evaluated.

Prisoners’ Experiences of Foundation Skills – an Intensive Adult Literacy and Numeracy Programme Delivered in New Zealand Prisons

<p>This transcendental phenomenological study addresses a gap in the current literature by exploring prisoners’ experiences of Foundation Skills, an intensive Adult Literacy and Numeracy (ALN) programme delivered in New Zealand prisons. Research with prisoners may help to improve the effectiveness of existing programmes and policies and thus contribute towards rehabilitation aims. In this study, ten male prisoners were interviewed about their experiences of Foundation Skills. The data was analysed using Creswell’s (2007) simplified version of the Stevick-Colaizzi-Keen method outlined by Moustakas (1994) to arrive at a description of the essence of the participants’ experiences. The study found that the essence of the participants’ experiences was an increased interest and enjoyment in learning and education. The men all valued the programme as well as the opportunity to learn collaboratively. The participants’ aspirations for a better life and a better future for themselves and their whānau had a significant influence on their decision to learn and participate in education. Benefits of the programme, as well as factors that support or create barriers to learning were identified. The study outlines the implications of the findings for policy and practice and provides suggestions for future research.</p>

Prisoners’ Experiences of Foundation Skills – an Intensive Adult Literacy and Numeracy Programme Delivered in New Zealand Prisons

<p>This transcendental phenomenological study addresses a gap in the current literature by exploring prisoners’ experiences of Foundation Skills, an intensive Adult Literacy and Numeracy (ALN) programme delivered in New Zealand prisons. Research with prisoners may help to improve the effectiveness of existing programmes and policies and thus contribute towards rehabilitation aims. In this study, ten male prisoners were interviewed about their experiences of Foundation Skills. The data was analysed using Creswell’s (2007) simplified version of the Stevick-Colaizzi-Keen method outlined by Moustakas (1994) to arrive at a description of the essence of the participants’ experiences. The study found that the essence of the participants’ experiences was an increased interest and enjoyment in learning and education. The men all valued the programme as well as the opportunity to learn collaboratively. The participants’ aspirations for a better life and a better future for themselves and their whānau had a significant influence on their decision to learn and participate in education. Benefits of the programme, as well as factors that support or create barriers to learning were identified. The study outlines the implications of the findings for policy and practice and provides suggestions for future research.</p>

School Management Committee Monitoring Skills and Performance of Government Aided Muslim Founded Primary Schools in Uganda: A Case of Bugisu Muslim District Council

The performance of Muslim Founded educational institutions has picked a lot of interest globally over the years. The Uganda Muslim Supreme Council established structures at different levels of administration to participate in the monitoring of Muslim-founded Schools. This study premised on Osborne and Gaebler's (1992) constructs of monitoring, aimed at investigating how monitoring skills of the foundation body representatives on the School Management Committees contribute to the performance of Government Aided Muslim Founded Primary Schools in Uganda, taking a case of the BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while multivariable linear regression was used to obtain the magnitude of the contribution of SMC monitoring skills to the performance of the primary schools under BMDC. The study revealed that monitoring skills have a positive correlation with the performance of the Government Aided Muslim Founded Primary Schools, though, the correlation is moderate. The moderate correlation is caused by insufficient monitoring skills exhibited by the foundation body representatives in areas such as the development of performance indicators, collection of relevant data during monitoring, designing of monitoring tools, and usage of appropriate methods during monitoring. The study, therefore, concluded that such insufficient monitoring skills have hindered them to adequately monitor which has partly affected the performance of the schools. It is as such recommended that BMDC needs to incorporate specific non-financial empowerment capacity-building components into school activities tailored to train the members on the SMC in aspects of monitoring and evaluation, adult literacy, and financial literacy for improved skills, knowledge, and leadership.

Trends in Educational and Skill Mismatch in the United States

We examined trends in the incidence and correlates of educational and skill mismatch in the United States. We focused on trends over time in the associations between various types of mismatch and a range of factors including contextual conditions. We explored whether contextual conditions at the transitional period from school to jobs increase or decrease the probability of mismatch and whether such relationships persist throughout the working career. Our central questions were how the incidence of and relationship between educational and skill mismatch in the U.S. changed between 1994, 2003, and 2012 and how this differed by age, gender, immigration status, educational attainment, and occupation. We used three cross-sectional surveys that had not previously been implemented for such an effort. These were the International Adult Literacy Survey (IALS) in 1994, the Adult Literacy and Life-skills (ALL) survey in 2003, and the Program for the International Assessment of Adult Competencies (PIAAC) in 2012. Repeated cross-sectional data provided us with substantial analytic leverage. Our findings point toward the key role of occupational or positional factors rather than individual worker characteristics as being most implicated in trends in mismatch. We describe the importance of our results for labor market theories.