The Conceptualization of a Competency-Based Health Literacy Intervention for a German University

Abstract

Gesundheitskompetenz, also known as health literacy in German, is an essential capacity to lead a healthy life. Education plays a major role in the development of health literacy. Health literacy is seen as an asset to be built focusing on actions to develop age- and context-specific health knowledge and skills that enable people to exert greater control over their health and health-related decisions. Conceptualizing health literacy in this way has important implications for the design, scope, and content of health education programs and interventions. While many health education interventions are developed with attention to the use of behavior change theories, little attention is given to the instructional foundation of how individuals learn information and acquire skills. This article explores the relevance of health literacy and articulates an approach to promote health literacy among university students, using inquiry-based mobile learning and the integration of multiple health behavior theories, Bloom’s revised taxonomy, adult learning principles, health education standards, and professional health competencies, into university program planning. This article offers a framework of health literacy to depict the main domains of health literacy and influencing factors to inform, guide, and support the university-based health literacy effort. A logic model is also provided to map out the major conceptual ideas connecting program activities to anticipated participant outcomes.