Exploration of digital health literacy among community members and healthcare teams in the deep south: A quasi-experimental study.

Abstract

Background: Given increasing technology reliance, there is a need for a deeper understanding of individual and community-level comfort with technology as it pertains to basic and more complex healthcare-related skills.

Methods: The objective of this quasi-experimental study was to engage participants in conversations about digital health literacy to facilitate awareness and to compare digital health literacy for community members, healthcare providers, non-clinical navigators, and community health advisors and county coordinators (henceforth referred to as CHAs) in the Deep South (AL, MS, FL). Interactive community conversations on digital health literacy were given in community (n = 16) and clinical (n = 5) settings. Participants completed pre- and post- surveys assessing personal comfort performing technological tasks on a 5-point scale. Mixed models estimated both within- and between-role changes in self-reported comfort.

Results: Of 248 participants, 56% were community members, 18% healthcare providers, 17% CHAs, and 8% non-clinical navigators. Community members had the lowest personal comfort performing every task assessed (all p < .05). In the pre-test, the largest differences in reported personal comfort performing tasks were seen for basic skills including scanning QR codes (mean comfort score: community members 2.7 [SD 1.5] vs. non-clinical navigator 4.5 [1.0], p < .001) and sharing a website (mean comfort score: community members 2.9 [SD 1.6] vs. non-clinical navigator 4.5 [1.0], p < .001). Pre- vs. post-community conversation, community members experienced significant increases in their personal comfort scanning QR codes (β=0.8, 95% CI 0.5-1.0), creating an online account (general use) (β=0.4, 95% CI 0.2-0.6), and using a smartphone (β=0.3, 95% CI 0.1-0.5).

Conclusions: As technological advances continue to be implemented, gaps in digital health literacy must be addressed. Non-clinical navigators may play a future role in teaching patients technology skills.