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Health literacy (HL) describes people’s knowledge, motivation, and competences to access, understand, appraise, and apply health information. Limited health literacy can clearly negatively impact health outcomes and therapeutic professionals are potentially important contact persons for patients and their relatives to address health literacy.

Introduction: An evidence-based approach is relevant and indispensable for occupational therapy practice. It combines three levels: research evidence, objective knowledge through scientific literature, clinical expertise, the knowledge of therapists working in practice and the patient's perspective. In order to treat children with Down syndrome with fine motor skill problems, it is necessary to bring these three levels together. This paper aims to shed light on this to create a basis for evidence-based decisions. This article asks about occupational therapy treatment methods that are useful to enhance fine motor skills in children with Down syndrome. Methods: In the first step, the two-stage approach combines, evaluates and summarizes research evidence on the topic by means of a rapid review. In a second step, three qualitative interviews with occupational therapists working in practice were conducted, transcribed, analysed, and narratively summarized. Results: Research evidence on the question is limited, with only six studies with different study designs explicitly addressing fine motor skills in children with Down syndrome and occupational therapy options. The quality of the studies is also inadequate. Regarding clinical expertise, the three evaluated interviews discuss occupational therapy options. Conclusion: Research evidence and clinical expertise on the research question result in three main recommendations for occupational work with children with Down syndrome in order to enhance fine motor skills. Limitations have to be taken into account. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is twofold: first, to introduce MEDIA PROTECT, a multi-modal intervention for parents and teachers with six components preventing problematic, and in the long run addictive, use of screen media by children; second, to present results of a formative evaluation of the teacher training, an important component of the intervention. Design/methodology/approach: In presenting the intervention, the authors used a common framework to describe complex interventions systematically. For the evaluation, participants were recruited from German schools and kindergarten for a cluster-controlled trial. As part of a formative evaluation, the participants completed written questionnaires to determine the importance of different components of the intervention in addition to their overall satisfaction. Additional qualitative interviews with teachers were conducted. Findings: The authors recruited n = 50 kindergartens and n = 9 schools; n = 30 received the intervention. N = 222 teachers participated in the training and n = 192 completed the questionnaire (86 per cent). Seven qualitative interviews were conducted. Participants exhibited high levels of overall satisfaction with the training, considered it moderately to highly relevant to their work, and exhibited varying satisfaction levels with different components and multipliers. The qualitative data support these findings. Originality/value: Few interventions to date have pursued a universal approach to the prevention of problematic screen media use. This evaluation of MEDIA PROTECT is the most recent study in Germany, which involves a complex programme through which teachers are taught ways to promote the age-adequate use of screen media in the family, parents are provided with guidance and healthy leisure time activities for children are fostered.