This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p < 0.05) in their knowledge about the prevention of occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning.

Physicians should be equipped with professional competence in health literacy to communicate more effectively with patients with limited health literacy. However, the health literacy curriculum has not yet been refined globally, and is scarce in Taiwan’s medical education. We implemented an innovative instructional module to attain professional competence in health literacy among medical students and investigated its effects. We adopted a quasi-experimental design and recruited 204 fifth-year Taiwanese medical students between December 2019 and May 2020. Participants who worked as clerks at the Department of Family Medicine of three medical schools in northern Taiwan were assigned to the experimental group through convenience sampling. A total of 98 students received a three-hour innovative instruction, including medical simulation videos, role-playing, and board games. Both the experimental and control groups completed the online pre-test and mail-in post-test. A generalized estimating equation was applied to measure the effects of the intervention. There was a significant difference between the experimental and control groups in terms of professional competence in health literacy in all three aspects. In terms of knowledge, the experimental group improved 12% more than the control group (𝛽=0.12, 95% CI: 0.05 ~ 0.19, p = 0.001). In terms of attitude, the experimental group improved by an average of 0.27 more points per question than the control group (𝛽=0.27, 95% CI: 0.08 ~ 0.46, p = 0.007). As for skill, the experimental group improved by an average of 0.35 more points per question than the control group (𝛽=0.35, 95% CI: 0.14 ~ 0.55, p = 0.001). The proposed innovative instructional module significantly improved fifth-year medical students’ professional competence in health literacy, which is expected to benefit their future medical practices.

The prevalence and factors that influence prehypertension and hypertension in workers at elderly welfare facilities remain unknown. This study investigated prehypertension and hypertension as well as the relevant factors affecting the development of these conditions in workers at elderly welfare facilities. A cross-sectional survey was conducted among 242 workers at 3 elderly welfare facilities in northern Taiwan. A structured questionnaire survey comprising demographic characteristics, job characteristics, burnout inventory, and health information was employed for data collection. Chi-Squared tests and multinomial logistic regression were adopted to analyze the correlation between research variables and blood pressures as well as relevant factors influencing prehypertension and hypertension. The results indicated that sex, age, education level, type of work shift, work-related burnout, and body mass index of the research participants were significantly correlated with prehypertension and hypertension. The results of multinominal logistic regression demonstrated that being male, being older, being a nonnurse assistant, being obese, working in shifts, and having moderate or severe work-related burnout were associated with higher risks of prehypertension and hypertension. The interaction between age and being a nonnurse assistant was statistically significant. Compared with nonnurse assistants, nurse assistants aged ≥55 years had a relatively low risk of prehypertension and hypertension. Age, job characteristics, work-related burnout, and obesity of workers in elderly welfare facilities were the major risk factors for prehypertension and hypertension.

Background: Health literacy plays a vital role in effective patient-physician communication. Over the past decades, health literacy efforts have strengthened public empowerment by improving access to health information and its effective use. Despite this progress, there are still insufficient digitalized teaching materials in medical schools, especially in the post-pandemic era. To address this gap, this study developed an interactive e-book as a supplementary e-learning tool for fifth-year medical students during their family medicine clerkship. The e-book integrates game-based learning, multimedia content, and scenario-based simulations to enhance students’ knowledge, attitudes, and skills in health literacy. Methods: A true experimental design was employed, involving 216 medical students randomly assigned to experimental (n = 110) and control (n = 106) groups. Students in the experimental group utilized the e-book alongside standard clerkship training, while the control group participated in standard training alone. Pre- and post-intervention assessments measured health literacy knowledge, attitudes, and skills using a validated questionnaire. Results: Results showed the experiment group (n = 110) who read the e-book demonstrated greater improvements in health literacy knowledge, attitude, and skills than the control group (n = 106). Knowledge scores increased by 0.117 points, attitudes by 0.175 points, and skills by 0.162 points (p < 0.05). Students reported high satisfaction with the e-book’s engaging and interactive format, highlighting its potential for enhancing learning outcomes. Conclusions: This study demonstrates the effectiveness of incorporating interactive digital tools into medical education to foster health literacy competencies, which should be expected in medical education and clinical pratical settings.

This study aimed to develop a physician’s Health Literacy Competence Scale that emphasizes the importance of enhancing patient health literacy for effective patient-centered care. A literature review of health literacy and existing measurement tools was conducted to develop the scale’s structure and items. The scale was refined through a cross-sectional design in 2 stages: item testing and examination of reliability and validity. Exploratory factor analysis was conducted on the pilot test results of 127 medical students. Items with cross and low factor loadings were deleted, resulting in the retention of 25 items. Subsequently, 203 medical students were recruited as samples for confirmatory factor analysis. Items with excessively large modification indices were excluded from analysis. Finally, 20 items were retained, comprising 4 factors: building doctor–patient trust, providing a supportive environment, shared decision-making, and verifying medication adherence. Analysis of content, internal consistency, and construct validity confirmed the strong reliability and validity of the Physician’s Health Literacy Competence Scale. This effective tool serves curriculum development and assessment in medical education while also offering valuable insights into potential reforms in related courses.

Background: This study investigates the epidemic prevention behaviors of preschool educators and the factors influencing these behaviors, applying the PRECEDE model as a framework for analysis. Methods: A cross-sectional survey was conducted among 190 preschool educators from public and private institutions in Taipei City and New Taipei City. A 64-item self-developed questionnaire was used to assess epidemic prevention behaviors and their determinants. The instrument’s reliability was supported by internal consistency (Cronbach’s α ranging from 0.85 to 0.92), while its validity was confirmed through expert review, item analysis, and confirmatory factor analysis (CFA). Statistical analyses included hierarchical regression to examine the influence of predisposing, reinforcing, and enabling factors on behavior. Results: The model explained 54% of the variance in epidemic prevention behaviors. Enabling factors had the strongest influence (β = 0.46, p < 0.001), followed by reinforcing factors (β = 0.15, p < 0.05) and predisposing attitudes (β = 0.14, p < 0.05). Background variables, such as age (β = 0.23, p < 0.001) and years of service, collectively explained 14% of the variance. Conclusion: The findings underscore the critical role of institutional support and professional training in enhancing epidemic prevention practices among preschool educators. Recommendations include integrating disease prevention training into professional development initiatives.