Abstract
This exploratory study examines nutrition literacy in two parts: 1) the level of attention to health literacy among nutrition professionals, and 2) the nutrition professional’s perspective of skills/ knowledge needed to understand nutrition education. Part 1 included an online survey in which RD participants (n = 206), recruited from three dietetic practice groups, identified use of health literacy assessments during client education. Most participants (79%) did not use a validated health literacy assessment. There was a significant difference in response to having written materials for different health literacy levels depending on time spent providing nutrition education, with those sending less time in education responding they more often had more materials (Chi-square 8.6, p = 0.035) and depending on job description, public health more often than outpatient dietitian (p = 0.006). Part 2 utilized key informant interviews (n = 8), administered by telephone. Content analysis revealed a significant theme among answers that the skills required for understanding diet education is dependent on the type of diet instruction provided, with diabetes frequently noted as a disease requiring greater knowledge and skills. Nutrition educators need an instrument to assess client nutrition literacy. Potential instruments should assess skills related to portion size estimation, macronutrient knowledge, interpretation of food labels, and food grouping.
Highlights
Education is vitally important for successful health outcomes, but information that is not understood by the client is futile and potentially harmful
In a one-way ANOVA comparison using the classification variable, Job time spent in nutrition education, a significant difference was found for the dependent variable, Availability of written materials for different levels of understanding (P = 0.025)
Post hoc testing (Kruskal-Wallis) indicated a significant difference between those identifying spending >80% of job time and those spending 50 to 80% of job time in nutrition education more often replied they never, occasionally or sometimes had written material available for different levels whereas those spending 20 to 50% and
Summary
Education is vitally important for successful health outcomes, but information that is not understood by the client is futile and potentially harmful. Health literacy has been defined as “the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions” [1]. The 2003 National Assessment of Adult Literacy incurporated health literacy, measuring participant performance on 28 tasks. Nutrition is one important sector of health care where education is needed. A 68% overweight/obesity rate [3] suggests inadequacy in knowledge, motivation, and/or resources. A healthy diet plays an important role in overweight/obesity prevention as well as prevention of subsequent health conditions. Understanding what comprises a healthful diet is complex and may require high cognitive skills
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