Disentangling the Role of Culture, Life Stage, and Information Design to Facilitate Equity in Data Report Back
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 1,546
- 试验地点
- 1
- 主要终点
- Changes from baseline in the mean literacy and numeracy based on questionnaire responses.
研究概览
简要总结
There remains a need for novel research that facilitates RBRR in a manner that raises data and environmental health literacy (D/EHL) and supports communities striving for environmental health and structural change. Rooted in bioethics and building upon trusted and established long-term partnerships and leveraging existing datasets, the project goal is to create and pilot a national model of report back that is centered in the margins and engages diverse rural and urban EJ communities to ensure that RBRR reaches all populations in a manner tailored to their individual needs, including culture, life stage, language, and design.
详细描述
The goal of this intervention study is to learn if the data report back design type can modify data and environmental health literacy learning outcomes in adolescence (10~19 yrs.), young adults (18-26 yrs.) (110), and adults (27 yrs.+).
The main questions it aims to answer are:
- How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to numeracy and data literacy?
- How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to knowledge and awareness related to environmental risks?
- How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to skills and self-efficacy for environmental action?
- How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to engaging in environmental health activities?
- [primary hypothesis or outcome measure 1]?
- [primary hypothesis or outcome measure 2]?
Researchers will compare outcomes related to life span and design type to see if the design type leads to difference data and environmental health literacy learning outcomes by life stage. During analysis, in addition to life stage, participants will also be analyzed by select sociodemographic variables, e.g., income, education, and race/ethnicity.
Participants will be asked to:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 10 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Participants should live in Pinal county, Arizona, Gila county, Arizona, and Cuyahoga county, Ohio.
排除标准
- •Individuals living outside of the partnering counties will not be eligible for participation.
研究组 & 干预措施
adolescence - graphical
adolescence (10~19 yrs.) that receives a traditional graphical (figures/charts/tables) representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
adolescence - art-infused
adolescence (10~19 yrs.) that receives an environment art representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
adolescence - geospatial
adolescence (10~19 yrs.) that receives a geospatial representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
young adults - graphical
young adults (18-26 yrs.) that receives a traditional graphical (figures/charts/tables) representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
young adults - art-infused
young adults (18-26 yrs.) that receives an environment art representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
young adults - geospatial
young adults (18-26 yrs.) that receives a a geospatial representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
adults - graphical
adults (27 yrs.+) that receives a traditional graphical (figures/charts/tables) representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
adults - art-infused
adults (27 yrs.+) that receives an environment art representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
adults - geospatial
adults (27 yrs.+) that receives a geospatial representation of environmental health/quality data
干预措施: Data report back preference by life span (Other)
结局指标
主要结局
Changes from baseline in the mean literacy and numeracy based on questionnaire responses.
时间窗: From enrollment to the end of treatment at 78 weeks
Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.
Changes from baseline in the mean knowledge and awareness risks based on questionnaire responses.
时间窗: From enrollment to the end of treatment at 78 weeks
Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.
Changes from baseline in the mean skills and self-efficacy based on questionnaire responses.
时间窗: From enrollment to the end of treatment at 78 weeks
Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.
Changes from baseline in the mean environmental health engagement based on questionnaire responses.
时间窗: From enrollment to the end of treatment at 78 weeks
Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.
Number of participants reporting themes related to literacy and numeracy.
时间窗: From enrollment to the end of treatment at 78 weeks
This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.
Number of participants reporting themes related to knowledge and awareness risks
时间窗: From enrollment to the end of treatment at 78 weeks
This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.
Number of participants reporting themes related to skills and self-efficacy
时间窗: From enrollment to the end of treatment at 78 weeks
This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.
Number of participants reporting themes related to environmental health engagement.
时间窗: From enrollment to the end of treatment at 78 weeks
This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.
次要结局
未报告次要终点