1College of Nursing · Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea.
2Graduate School of Nursing · Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea.
© 2016 Korean Academy of Community Health Nursing
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Variables | Characteristics | Categories | n (%) or M±SD |
---|---|---|---|
Focus group interviews (N=20) | Age (year) | 56.4±6.18 | |
Marriage | Married | 19 (95.0) | |
Other | 1 (5.0) | ||
Living with family | Yes | 8 (40.0) | |
No | 12 (60.0) | ||
Spouse's nationality† | China | 19 (95.0) | |
Education | Elementary school | 2 (10.0) | |
Middle school | 4 (20.0) | ||
High school | 13 (65.0) | ||
≥College | 1 (5.0) | ||
Job | Restaurant worker | 3 (15.0) | |
Domestic worker | 14 (70.0) | ||
Office worker | 1 (5.0) | ||
Factory worker | 1 (5.0) | ||
Cleaner | 1 (5.0) | ||
Work duration (month) | 82.4±58.00 | ||
Duration of residence in Korea (month) | 107.7±67.81 | ||
Religion | Christian | 19 (95.0) | |
None | 1 (5.0) | ||
Understandability & actionability (N=15) | Age (year)† | 58.3±4.13 | |
Marriage† | Married | 13 (86.7) | |
Divorced | 1 (6.7) | ||
Living with family† | Yes | 8 (53.3) | |
No | 6 (40.0) | ||
Spouse's nationality† | China | 13 (86.7) | |
Korea | 1 (6.7) | ||
Education | Middle school | 4 (26.7) | |
High school | 9 (60.0) | ||
≥College | 2 (13.3) | ||
Job | Domestic worker | 12 (80.0) | |
Office worker | 1 (6.7) | ||
Cleaner | 1 (6.7) | ||
Service | 1 (6.7) | ||
Work duration (month) | 92.1±58.34 | ||
Duration of residence in Korea (month) | 140.1±52.67 | ||
Religion | Christian | 12 (80.0) | |
None | 3 (20.0) |
Item# | Item | Agreement (n) | |
---|---|---|---|
Understandability | Topic: Content | ||
1 | The material makes its purpose completely evident. | 15 | |
2 | The material does not include information or content that distracts from its purpose. | 14 | |
Topic: Word choice & style | |||
3 | The material uses common, everyday language. | 15 | |
4 | Medical terms are used only to familiarize audience with the terms. When used, medical terms are defined. | 14 | |
5 | The material uses the active voice. | 15 | |
Topic: Use of numbers | |||
6 | Numbers appearing in the material are clear and easy to understand. | 15 | |
7 | The material does not expect the user to perform calculations. | 14 | |
Topic: Organization | |||
8 | The material breaks or “chunks” information into short sections. | 15 | |
9 | The material’s sections have informative headers. | 15 | |
10 | The material presents information in a logical sequence. | 15 | |
11 | The material provides a summary. | 15 | |
Topic: Layout & design | |||
12 | The material uses visual cues (e.g., arrows, boxes, bullets, bold, larger font, highlighting) to draw attention to key points. | 15 | |
Topic: Use of visual aids | |||
15 | The material uses visual aids whenever they could make content more easily understood | 15 | |
(e.g., illustration of healthy portion size). | 15 | ||
16 | The material’s visual aids reinforce rather than distract from the content. | 15 | |
17 | The material’s visual aids have clear titles or captions. | 15 | |
18 | The material uses illustrations and photographs that are clear and uncluttered. | 15 | |
19 | The material uses simple tables with short and clear row and column headings. | ||
Understandability score (%): 98.8 | |||
Actionability | 20 | The material clearly identifies at least one action the user can take. | 15 |
21 | The material addresses the user directly when describing actions. | 15 | |
22 | The material breaks down any action into manageable, explicit steps. | 15 | |
23 | The material provides a tangible tool (e.g., menu planners, checklists) whenever it could help the user take action. | 15 | |
24 | The material provides simple instructions or examples of how to perform calculations. | 15 | |
25 | The material explains how to use the charts, graphs, tables, or diagrams to take actions. | 15 | |
26 | The material uses visual aids whenever they could make it easier to act on the instructions. | 15 | |
Actionability score (%): 100 |
Topic | Subjects | Major contents | Example statements for actionability |
---|---|---|---|
Diet | - Low-salt diet | to investigate daily intake of sodium; to provide cautionary information before eating; to suggest sodium amount in each food consumed frequently. | “Check sodium amount indicated in nutritional labeling when buying foods.” “Eat less foods containing high amount of sodium.” “Season food with soy sauce rather than salt.” |
- Sodium levels in each food | |||
- Limit high-fat foods | to suggest ways to reduce high fat when cooking foods; to suggest fat amount and calorie of foods easily consumed. | “Change the cooking method from frying to steaming, roasting and boiling.” “Trim any fat from the meat and pork, and use only lean meat.” “Remove fat several times when cooking bone soup, beef soup and others.” | |
- Cholesterol level in foods (per 100g) | |||
Smoking | - Protecting oneself from second-hand smoking | to explain the danger of second-hand smoking and to suggest time period of exposing to second-hand smoking and effects of smoking by picture. | “If you are exposed to smoking even if you are non-smoker, it can result in respiratory diseases, cardiovascular diseases, cancers and early death.” |
- Amount of second-hand smoking in non-smokers | |||
Drinking alcohol | - To keep healthy drinking habits | to suggest healthy drinking habits and appropriate drinking amount according to gender; to suggest alcohol amount measured by standard glass for various kinds of alcoholic beverages. | “Do not exceed the recommended amount of alcohol.” “Drink alcohol slowly with water.” “Drink with several intervals.” |
- Alcohol amount measured by standard glass | |||
Exercise | - Exercise over 30 minutes a day, 5 times a week | to suggest appropriate frequency and time of exercise and ways to increase physical activities in daily life. | “Take for a walk pushing a stroller in the park and around home.” “Stretch when time allows from work.” “Use stairs rather than elevator.” |
- Increasing physical activity in daily life | |||
- Self-awareness regarding strength levels of each aerobic physical activity | |||
Weight control | - Maintaining appropriate weight | to suggest importance of maintaining appropriate weight and standard of abdominal obesity; to suggest ways to prevent obesity. | “Increase physical activities.” “Reduce sedentary time.” |
- Standard of abdominal obesity | |||
- Prevention of obesity | |||
Stress management | - Reducing stress level | to suggest ways to reduce stress in daily life and have positive attitudes. | “Maintain healthy rhythm of life such as hobby, entertainment and others.” “Get proper sleep.” “Write thank you letter.” “Write past experience of success.” |
- Keeping positive attitudes | |||
Chronic disease management | - Regular heath checkup | to explain the importance of regular health checkups; to suggest normal and abnormal levels of blood pressure and glucose. | “You must know your blood pressure, blood glucose, and cholesterol levels through regular health checkups.” |
- Classification of blood pressure | |||
- Classification of blood glucose | |||
- Management of chronic diseases | to suggest the importance and ways of chronic disease management; to provide a list of clinics for migrants. | “Medication for hypertension, diabetes, hyperlipidemia should follow by doctor’s prescription, and it should be never changed or stopped without permission.” | |
- Free clinics for migrants | |||
Presymptoms of cardiovascular diseases | - Knowing presymptoms of cardiovascular diseases | to suggest the types of presymptoms of cardiovascular diseases and behaviors when they appear. | “If you are treated at hospital immediately when there are presymptoms that appear shortly in body and disappear, damage caused by disease could be reduced.“ |
Heart checklist | - Checklist | to confirm one’s health condition by checking the heart checklist. | “What is your blood pressure?” “How often do you exercise?” “How salty is your food?” |
- Results | |||
Stretching | - To do stretching | to suggest ways of stretching by pictures. | “Raise your arms over head and stretch them side to side.” |
†Percentages do not add up to 100 because of missing data.