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Concept mapping as an approach for expert-guided model building: The example of health literacy

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  • Soellner, Renate
  • Lenartz, Norbert
  • Rudinger, Georg

Abstract

Concept mapping served as the starting point for the aim of capturing the comprehensive structure of the construct of ‘health literacy.’ Ideas about health literacy were generated by 99 experts and resulted in 105 statements that were subsequently organized by 27 experts in an unstructured card sorting. Multidimensional scaling was applied to the sorting data and a two and three-dimensional solution was computed. The three dimensional solution was used in subsequent cluster analysis and resulted in a concept map of nine “clusters”: (1) self-regulation, (2) self-perception, (3) proactive approach to health, (4) basic literacy and numeracy skills, (5) information appraisal, (6) information search, (7) health care system knowledge and acting, (8) communication and cooperation, and (9) beneficial personality traits. Subsequently, this concept map served as a starting point for developing a “qualitative” structural model of health literacy and a questionnaire for the measurement of health literacy. On the basis of questionnaire data, a “quantitative” structural model was created by first applying exploratory factor analyses (EFA) and then cross-validating the model with confirmatory factor analyses (CFA). Concept mapping proved to be a highly valuable tool for the process of model building up to translational research in the “real world”.

Suggested Citation

  • Soellner, Renate & Lenartz, Norbert & Rudinger, Georg, 2017. "Concept mapping as an approach for expert-guided model building: The example of health literacy," Evaluation and Program Planning, Elsevier, vol. 60(C), pages 245-253.
    • Handle: RePEc:eee:epplan:v:60:y:2017:i:c:p:245-253
    DOI: 10.1016/j.evalprogplan.2016.10.007
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    References listed on IDEAS

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    1. J. Kruskal, 1964. "Multidimensional scaling by optimizing goodness of fit to a nonmetric hypothesis," Psychometrika, Springer;The Psychometric Society, vol. 29(1), pages 1-27, March.
    2. Rosas, Scott R. & Kane, Mary, 2012. "Quality and rigor of the concept mapping methodology: A pooled study analysis," Evaluation and Program Planning, Elsevier, vol. 35(2), pages 236-245.
    3. Trochim, William M. K., 1989. "An introduction to concept mapping for planning and evaluation," Evaluation and Program Planning, Elsevier, vol. 12(1), pages 1-16, January.
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    Cited by:

    1. Elena Hohensee & Kira Elena Weber, 2022. "Teacher Trainees’ Well-Being—The Role of Personal Resources," IJERPH, MDPI, vol. 19(14), pages 1-18, July.
    2. Kevin Rudolf & Bianca Biallas & Lea A. L. Dejonghe & Christopher Grieben & Lisa-Marie Rückel & Andrea Schaller & Gerrit Stassen & Holger Pfaff & Ingo Froböse, 2019. "Influence of Health Literacy on the Physical Activity of Working Adults: A Cross-Sectional Analysis of the TRISEARCH Trial," IJERPH, MDPI, vol. 16(24), pages 1-13, December.
    3. McLinden, Daniel, 2017. "And then the internet happened: Thoughts on the future of concept mapping," Evaluation and Program Planning, Elsevier, vol. 60(C), pages 293-300.

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