Psychometric properties of the health literacy questionnaire tested in Vietnamese adults with chronic diseases.

Background: The Health Literacy Questionnaire (HLQ) is an increasingly used health literacy instrument that has been translated into many languages. The HLQ has 44 items and comprises 9 scales assessing the multidimensional construct of health literacy. This study reports the HLQ reliability and construct validity tested in people with chronic diseases living in Vietnam.

Dementia knowledge of family caregivers in Indonesia: A cross-sectional survey study.

Background: As the population ages, the prevalence of dementia in Indonesia is rapidly increasing. In Indonesia, dementia care is primarily provided by informal or family caregivers. However, there is limited information about these caregivers' understanding of dementia and the factors that may influence their knowledge.

Use of infant simulators as an aid in pregnancy and parenting educational interventions for school-aged students: a scoping review.

Schools and school teachers often focus on content aimed at delaying sexual debut and preventing teenage pregnancy, and address the impacts of risky behaviours on infant health. Infant simulators are increasingly used in health education courses. However, it is unclear how effective this education is.

Exploring the relationships between health literacy, social support, self-efficacy and self-management in adults with multiple chronic diseases.

Background: Self-management in chronic diseases is essential to slowing disease progression and preventing complications. However, empirical research on the associations of critical factors, such as health literacy, social support, and self-efficacy with self-management in the context of multiple chronic diseases is scarce. This study aimed to investigate these associations and provides insights for healthcare providers to develop effective educational strategies for people with multiple chronic diseases.

Interprofessional disaster exercises for undergraduate nursing students: a scoping review.

Objective: The aim of this scoping review was to report on the planning and implementation of a disaster exercise for undergraduate nursing students, which included the participation of other health students, allied health students, or professionals, for the purpose of preparing them to respond to a disaster.

Introduction: Recently, the world has witnessed an increasing frequency of natural disasters, emergencies, and public health events. These events often adversely influence many individuals' health, and as such, require health professionals to be prepared and ready to effectively respond.

Healthcare Professional Presenteeism during a COVID-19 Outbreak in an Australian Rural Healthcare Environment: A Case Analysis.

The recruitment and retention of health professionals in rural Australia is well documented. The COVID-19 pandemic has further exposed the precariousness of human healthcare resources within small rural communities. The external disaster of the COVID-19 outbreak described in this case analysis exacerbated the frail balance of sustaining adequate staffing levels and skill mix, which exposed behaviours of presenteeism within rural healthcare teams.

Interprofessional team coordination in disaster exercises for undergraduate nursing students: a scoping review protocol.

Objective: This scoping review will map the literature related to interprofessional learning among undergraduate nursing, and other health and allied health students and professionals to prevent, prepare, or respond to a simulated disaster event.

Introduction: The frequency of disasters has been increasing globally. Nurses constitute the largest proportion of the health workforce and play an important role in disaster response, together with other health and allied health professionals.

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review.

Background: Chronic diseases are increasing worldwide and have become a significant burden to those affected by those diseases. Disease-specific education programs have demonstrated improved outcomes, although people do forget information quickly or memorize it incorrectly. The teach-back method was introduced in an attempt to reinforce education to patients.