Table 1 E-health literacy improvement interventions for older adults
From: Theory-based E-health literacy interventions in older adults: a systematic review
Author(s) | Design | Population | Intervention | Intervention Materials | Theoretical framework | Results |
|---|---|---|---|---|---|---|
Xi, and Bugg, 2009 [42] | NRSI | 131 older adults aged 54–89 | 8-sessions (twice a week, for 2 hours) training in small groups based on coach education and classroom practice. | Materials developed by the NIA of NIH | Self-efficacy theory | The computer interest and self-efficacy increased significantly from pre- and post-intervention. Computer anxiety decreased after intervention. |
Chu et al., 2009 [32] | RCT | 137 older adults aged 65 and older | Training in small groups based on coach education and classroom practice. | Researcher-designed materials | Self-efficacy theory | The computer confidence and self-efficacy increased significantly after the intervention. Computer anxiety decreased after intervention. |
Woodward et al., 2010 [43] | RCT | 83 older adults aged 60–89 | 6-month training program using staff-directed model. | Researcher-designed materials | Self-efficacy theory | The computer self-efficacy, ICT use, and perceived social support increased. |
Xie, 2011a [34] | RCT | 146 older adults aged 56–91 | collaborative learning | Materials developed by the NIA of NIH | Self-efficacy theory and Social interdependence theory | Knowledge and skills of website use, and e-health literacy self-efficacy increased. |
Xie, 2011b [35] | RCT | 124 older adults aged 60 and older | collaborative learning | Multimedia tutorial developed by the National Library of Medicine of the NIH | Self-efficacy theory and Social interdependence theory and cognitive theory of multimedia learning | E-health literacy self-efficacy, knowledge and skills of website use increased. |
Xie, 2011c [36] | NRSI | 172 older adults aged 60 and older | collaborative learning | Materials developed by the NIA of NIH | Self-efficacy theory and Social interdependence theory | E-health literacy self-efficacy and skills of participants improved. |
Xie, 2012 [1] | NRSI | 218 older adults aged 60–89 | 8-sessions (twice a week, for 2 hours) training in small groups based on coach education and classroom practice. | Materials developed by the NIA of NIH | Self-efficacy theory | The computer and internet knowledge, interest and self-efficacy increased significantly from pre- and post- intervention. Computer anxiety decreased after intervention. Attitudes improved from pre- and post-intervention. |
Woodward et al., 2013 [37] | NRSI | 19 older adults aged 61–85 | 18-session training using Peer Tutor Model | Researcher-designed materials | Self-efficacy theory | The computer self-efficacy and ICT use increased. |
Cooper-Gaiter, 2015 [38] | NRSI | 11 older adults aged 55 and older | 5-week (days per week) computer knowledge and skills workshop | Researcher-designed materials | Self-efficacy theory | The computer self-efficacy increased and anxiety decreased after intervention. |
Fink and Beck, 2015 [39] | RCT | 65 older adults 50 and older | develop and evaluate a theory-based educational website | Researcher-designed materials | HBM and Knowles theory | Participants assigned higher ratings of usability and learning to the new site, self-efficacy or knowledge didn’t change after intervention. |
Chiu et al., 2016 [40] | NRSI | 39 older adults aged 53 to 77 | 8-sessions training in small groups based on coach education and classroom practice. | Researcher-designed materials | TAM and DO | Computer anxiety decreased and elderly e-health literacy efficacy increased. |
Nahm et al., 2019 [41] | RCT | 272 older adults aged 50–92 | The 3-week older adult friendly Theory-based Patient portal e-Learning Program | Materials developed in following with NIA guidelines | Self-efficacy theory | Patient portal knowledge, self-efficacy, e-health literacy, health decision making and patient–provider communication improved. |