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HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS

Year 2022, , 757 - 778, 30.12.2022
https://doi.org/10.47115/jshs.1125651

Abstract

Aim: The aim of this study is to determine the health and environmental literacy levels and related factors of immigrant and non-immigrant university students.
Method: The research was carried out in descriptive and relationship-seeking type. The study sample constitute 860 students studying at a state university in the East of Turkey. The data were collected with the Socio-demographic Information Form, Turkey Health Literacy Scale (THLS-32) and Environmental Literacy Scale. Evaluation of the data; It was performed by using SPSS package program with number, percentage, mean, standard deviation, t test, f test and correlation analysis. Statistical significance was accepted as p<0.05.
Results: In the research, 45.5% of the participants are immigrants and 54.5% are non-immigrant students. It was determined that Immigrant Students got 31.33±5.59 points from THLS-32 and 71.00±15.39 points from Environmental literacy. It was determined that Non-Immigrant Students scored 18.62±9.68 in THLS-32 and 78.53±9.30 in Environmental literacy. Health literacy and sub-dimension scores of men, migrants, employees, those with high education level and class, those who consume water daily and students who do not consume harmful substances are higher; It was found that students who are not immigrants, first 1.class, consume 0-1 liters of water and don’t consume harmful substances have higher environmental literacy. A weak negative relationship was found between health and environmental literacy.
Conclusion and Suggestions: A weak negative correlation was found between health and environmental literacy. It was found that the vast majority of students had inadequate or problematic/limited health literacy (77.5%) and high environmental literacy (60.8%). There was a weak negative relationship between health and environmental literacy. In higher education institutions, it is recommended to rise awareness with health and HL integrated educations in the curriculum from the first grade.

Supporting Institution

Çalışma için herhangi bir kurum veya kuruluştan mali destek alınmamıştır.

Thanks

The authors would like to thank all students who voluntarily participated in the research.

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Göçmen Olan ve Olmayan Üniversite Öğrencilerinin Sağlık ve Çevre Okuryazarlık Düzeyleri ve İlişkili Faktörler

Year 2022, , 757 - 778, 30.12.2022
https://doi.org/10.47115/jshs.1125651

Abstract

Amaç: Bu çalışmanın amacı, göçmen ve göçmen olmayan üniversite öğrencilerinin sağlık ve çevre okuryazarlık düzeylerini ve ilişkili faktörleri belirlemektir.
Yöntem: Araştırma tanımlayıcı ve ilişki arayıcı türde yürütülmüştür. Araştırmanın örneklemini Türkiye'nin doğusunda bir devlet üniversitesinde öğrenim gören 860 öğrenci oluşturmuştur. Veriler Sosyodemografik Bilgi Formu, Türkiye Sağlık Okuryazarlığı Ölçeği (TSOY-32) ve Çevre Okuryazarlığı Ölçeği ile toplanmıştır. Verilerin değerlendirilmesi; sayı, yüzde, ortalama, standart sapma, t testi, f testi ve korelasyon analizi ile SPSS paket programı kullanılarak yapılmıştır. İstatistiksel anlamlılık p<0.05 olarak kabul edilmiştir.
Bulgular: Araştırmada, katılımcıların %45.5'i göçmen ve %54.5'i göçmen olmayan öğrencilerdir. Göçmen Öğrenciler TSOY-32'den 31.33±5.59 puan ve Çevre okuryazarlığından 71.00±15.39 puan aldığı saptanmıştır. Göçmen Olmayan Öğrenciler THLS-32'den 18.62±9.68 puan ve Çevre okuryazarlığından 78.53±9.30 aldığı saptanmıştır. Erkekler, göçmenler, çalışanlar, eğitim düzeyi ve sınıfı yüksek olanlar, günlük su tüketenler ve zararlı madde tüketmeyen öğrencilerin sağlık okuryazarlığı ve alt boyut puanları daha yüksek; göçmen olmayan, birinci sınıf, 0-1 litre su tüketen ve zararlı madde tüketmeyen öğrencilerin çevre okuryazarlığının daha yüksek olduğu bulunmuştur. Sağlık ve çevre okuryazarlığı arasında zayıf bir negatif ilişki bulunmuştur.
Sonuç ve Öneriler: Öğrencilerin büyük çoğunluğunun yetersiz veya sorunlu/sınırlı sağlık okuryazarlığına (%77.5) ve yüksek çevre okuryazarlığına (%60.8) sahip olduğu tespit edilmiştir. Sağlık ile çevre okuryazarlığı arasında zayıf bir negatif ilişki bulunmuştur. Yükseköğretim kurumlarında birinci sınıftan itibaren müfredatta yer alan sağlık ve sağlık okuryazarlığı entegre eğitimleri ile farkındalığın artırılması önerilmektedir.

References

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  • Demirtaş, N., Akbulut, M. C., & Özşen, Z. S. (2018). A study on environmental literacy of university students: case of Beypazarı vocational school. Journal of Anatolian Environmental and Animal Sciences, 3(1), 27-33. doi: 10.35229/jaes.392248
  • Derman, A., & Hacıeminoğlu, E. (2017). Determination of classroom teachers' environmental literacy levels in the context of education for sustainable development. Ondokuz Mayıs University Journal of the Faculty of Education, 36(2), 81-103.
  • Deveci, İ., & Karteri, İ. (2020). Context-based learning supported by environmental measurement devices in science teacher education: a mixed method research. Journal of Biological Education, 1-26.
  • Duman, F. K. ve Yurtseven, C. N. (2022). Üniversite öğrencilerinin çevre okuryazarlik düzeylerinin incelemesi. ROL Spor Bilimleri Dergisi, 3 (1), 52-62.
  • Duplaga, M. (2020). Determinants and consequences of limited health literacy in polish society. International Journal of Environmental Research and Public Health, 17(2), 642. doi: 10.3390/ijerph17020642 Erdogan, S., Nahcivan, N., and Esin, M.N. (Eds.). (2014).Research in Nursing: Process, Practice and Critique. Istanbul: Nobel Medicine Bookstore.
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  • Gemici NB (2016) A disabled group in working life: Immigrants. İş ve Hayat, 2(4), 239-261. https://dergipark.org.tr/tr/pub/isvehayat/issue/29036/310480
  • Gök, N. D., & Kiliç, H. F. (2021). Environmental awareness and sensitivity of nursing students. Nurse Education Today, 101, 104882.
  • Gray, K. M. (2018). From content knowledge to community change: A review of representations of environmental health literacy. International Journal of Environmental Research and Public Health, 15(3), 466.
  • Güven, D. Y., Bulut, H., & Öztürk, S. (2018). Examining the Health Literacy Levels of Health Sciences Faculty Students. Journal of History Culture and Art Research, 7(2), 400-409. doi: 10.7596/taksad.v7i2.1511
  • Hoffman, S., Rueda, H. A., & Beasley, L. (2020). Health-Related Quality of Life and Health Literacy among Mexican American and Black American Youth in a Southern Border State. Social Work in Public Health, 35(3), 114-124. doi: 10.1080/19371918.2020.1747584
  • Ilgaz, A., & Gözüm, S. (2016). The Importance of Health Literacy for Reliable Use of Complementary Health Approaches. Dokuz Eylul University Faculty of Nursing Electronic Journal, 9(2), 67-77.
  • İlhan, A. (2011). Towards a new water policy. Social Change Association. Istanbul: Eylül Ofset Yayıncılık. https://www.suhakki.org/wp-content/uploads/2012/02/yenibirsupolitikasi.pdf [last accessed 13 July 2020].
  • Kang, T. (2022). Construction and Empirical Analysis of Citizens' Water Literacy Evaluation Index System: A Structural Equation Model. Water Resources Management, 36(4), 1393-1411.
  • Kayan, A. (2018). Çevre sorunlarına eğitimle farkındalık oluşturma. Journal of awareness, Cilt:3, Sayı: Özel, 481-496
  • Koç, A., Çorapçıgil, A., Doğru, M. (2019) An investigation of environmental literacy levels of preservice science teachers. Journal of Education and New Approaches, 1(1), 39-52.
  • Kroufek, R., Çelik, C., & Can, S. (2015). The Comparison of Environmental Literacy of Czech and Turkish pre-service primary teachers using Elsa Scale. Turk. Online J. Educ. Technol, 8, 557-560.
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There are 61 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Original Research
Authors

Gönül Gökçay 0000-0003-0140-8668

Ayşe Çevirme 0000-0001-7116-2523

Publication Date December 30, 2022
Submission Date June 3, 2022
Published in Issue Year 2022

Cite

APA Gökçay, G., & Çevirme, A. (2022). HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS. Samsun Sağlık Bilimleri Dergisi, 7(3), 757-778. https://doi.org/10.47115/jshs.1125651
AMA Gökçay G, Çevirme A. HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS. JSHS. December 2022;7(3):757-778. doi:10.47115/jshs.1125651
Chicago Gökçay, Gönül, and Ayşe Çevirme. “HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS”. Samsun Sağlık Bilimleri Dergisi 7, no. 3 (December 2022): 757-78. https://doi.org/10.47115/jshs.1125651.
EndNote Gökçay G, Çevirme A (December 1, 2022) HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS. Samsun Sağlık Bilimleri Dergisi 7 3 757–778.
IEEE G. Gökçay and A. Çevirme, “HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS”, JSHS, vol. 7, no. 3, pp. 757–778, 2022, doi: 10.47115/jshs.1125651.
ISNAD Gökçay, Gönül - Çevirme, Ayşe. “HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS”. Samsun Sağlık Bilimleri Dergisi 7/3 (December 2022), 757-778. https://doi.org/10.47115/jshs.1125651.
JAMA Gökçay G, Çevirme A. HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS. JSHS. 2022;7:757–778.
MLA Gökçay, Gönül and Ayşe Çevirme. “HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS”. Samsun Sağlık Bilimleri Dergisi, vol. 7, no. 3, 2022, pp. 757-78, doi:10.47115/jshs.1125651.
Vancouver Gökçay G, Çevirme A. HEALTH AND ENVIRONMENTAL LITERACY LEVELS OF IMMIGRANT AND NON-IMMIGRANT UNIVERSITY STUDENTS AND RELATED FACTORS. JSHS. 2022;7(3):757-78.

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