Health Literacy amongst Health Professional University Students: A Study Using the Health Literacy Questionnaire

Judy Mullan,Warren Rich,Emma Moselen,Pippa Burns,Richard Osborne,Robyn Dixon,Shelley Crowther,Kathryn Weston,Peter Mclennan,Kylie Mansfield

doi:10.3390/educsci7020054

Abstract

Background: This study aimed to assess and compare health literacy levels in a range of university-based health students. Methods: A survey containing the Health Literacy Questionnaire (HLQ) was administered to students enrolled in university-based medical, allied health or nursing degree programs. The HLQ scores and scale scores were compared across student groups. Results: In total, 374 students (24% response rate) with a median age of 25 years (range: 17–61 years), returned completed surveys. Three students who did not identify their degree programs were excluded from the final analysis which included 371 respondents; 242 graduate-entry medical students (65%), 67 allied health students (18%) and 62 nursing students (17%). Overall, the medical students had the highest score for seven of the nine HLQ scales; while the nursing students had the lowest score for all of the nine HLQ scales. Conclusion: These results show that health literacy profiles are different across student groups. In order to provide excellent patient-centred care, and to successfully look after their own health, a high level of health literacy is required by future health professionals. Health literacy training modules, tailored according to the different needs of the student groups, should therefore be included in university-based health professional degree programs.

Highlights

While health literacy has been defined in a variety of ways [1,2,3], in essence “health literacy represents 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 good health” [4]
The majority of students reported being born in Australia (n = 291, 78.4%) and speaking English at home (n = 355, 95.7%); almost two thirds of the respondents were graduate-entry medical students (n = 242, 65%)
Our results suggest that a targeted health literacy curriculum should be included in all health professional training programs, inclusive of nursing and allied health students

Summary

Introduction

While health literacy has been defined in a variety of ways [1,2,3], in essence “health literacy represents 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 good health” [4]. Health literacy is being increasingly recognized as a multidimensional construct, reliant on a combination of functional, interactive and critical literacy levels [9]. All of these are important as they affect how people interact with, and make decisions about, their healthcare [10]. This study aimed to assess and compare health literacy levels in a range of university-based health students. Methods: A survey containing the Health Literacy Questionnaire (HLQ) was administered to students enrolled in university-based medical, allied health or nursing degree programs. Health literacy training modules, tailored according to the different needs of the student groups, should be included in university-based health professional degree programs

Objectives

Methods

Results

Discussion

Conclusion