Education, Health
Conditions
Brief summary
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.
Detailed description
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: * Complete a pre-survey (baseline) * Complete a post-survey * Review their randomly assigned repot back design * Participate in a focus group and answer questions about the design * At minimum of six months later, participate in an interview Summary statistics and qualitative summaries of findings will be generated and used to inform interpretation of inferential statistical tests comparing subgroups. Statistical analyses (i.e., Chi square tests, plus Cramér's V, Multivariate analysis of variance (MANOVA), Kruskal-Wallis, and/or Mann-Whitney U tests) will be conducted to determine any significant differences related to (1) numeracy and data literacy, (2) knowledge and awareness related to environmental risks and (3) skills and self-efficacy for environmental action occur by data report back design type and sociodemographic variables.
Interventions
OTHERData report back preference by life span
Data report back preference by life span.
Sponsors
National Institute of Environmental Health Sciences (NIEHS)
University of Arizona
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
10 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Participants should live in Pinal county, Arizona, Gila county, Arizona, and Cuyahoga county, Ohio.
Exclusion criteria
* Individuals living outside of the partnering counties will not be eligible for participation.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Changes from baseline in the mean literacy and numeracy based on questionnaire responses. | 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. | 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. | 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. | 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. | 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 | 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 | 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. | 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. |
Countries
United States
Contacts
Primary ContactMonica D Ramirez-Andreotta, PhD, Environmental Science
Outcome results
None listed