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Evoluation of the Dutch and Turkish version
data on efficiency within this study were not valid and are therefore not reported in this article. No participant was completely satisfied or dissatisfied with the overall ease of use of the Turkish TTSQ. Two participants with no prior experience of using tablet computers felt that, regardless of what kinds of improvement might be made, it would just be too difficult for them to learn to work with the device.
Conclusions
As with the Dutch TTSQ, the Turkish TTSQ needs improvement before it can be released. The results of the current study confirm the conclusion of the Dutch TTSQ study that participants with lower levels of education and less experience in using mobile technology are less able to operate the TTSQ effectively. The bilingual setting has had a negative effect on data collection in the current study.
Key words: mHealth; eHealth; surveys and questionnaires; physical therapy specialty; qualitative research
INTRODUCTION
In the past three decades, health care provision in the Netherlands has evolved from a paternalistic to a patient-centered care (PCC) approach. Since 1995, the government has introduced a series of laws and regulations aimed at increasing the autonomy and self- determination of patients [1]. Even today, policymakers, institutions and health-care professionals strive to further develop shared decision-making and self-management in patients. Patients are increasingly expected to behave as active partners in encounters with health-care professionals [2]. Not all patients are able to take on such a role. An important undermining factor is inadequate health literacy [3,4,5], which applies to 36% of the Dutch population [6].
Health literacy is defined as the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain health [7]. The concept contains cognitive and non-cognitive aspects [8]. Cognitive aspects are referred to as ‘the capacity to think’ and comprise functional skills like literacy, numeracy and information processing. Non-cognitive aspects are referred to as ‘the capacity to act’, and comprise skills such as goal-setting, making a plan and
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