Health Literacy Content Research Articles

Readability of cerebrovascular diseases online educational material from major cerebrovascular organizations

IntroductionThe internet is an essential resource for patients and their loved ones to understand their medical conditions, and professional medical organizations have taken great strides to develop educational material targeting...

Nursing students’ Health Literacy skills: a scoping review protocol for driving research

IntroductionThe healthcare systems in Europe are changing rapidly due to the increased complexity of healthcare needs, specifically for the ageing population with chronic diseases. Nurses play a key role in...

Analisis Literasi Kesehatan dalam Buku Pelajaran Bahasa Indonesia Kelas XI SMA

This study aims to describe the presentation and percentage of health literacy aspects in textbooks Indonesian grade XI high school. This research is qualitative descriptive research using content analysis methods. The data used is health literacy content in textbooks Indonesian grade XI high school. The data collection techniques used in this study were listening and note-taking techniques. Furthermore, the data analysis method used is a matching method using the Determining Element Sorting (PUP) technique with semantic and referential sorting methods. The data validity technique used is triangulation of theory with confidence levels through persistence and observation techniques. The results of the analysis showed that aspects of health literacy presented in textbooks Indonesian grade XI SMA consisted of aspects of food and drink, physical activity, physical violence/injury, sexual behavior, mental health, protective factors, environmental hygiene, hair hygiene, cigarette consumption, and illegal drug consumption. The lowest health literacy presentation is found in e-books Indonesian grade XI SMA (published by the Ministry of Education and Culture); That's 35% (enough). Next, health literacy in the "Pride of My Indonesian Nation" from the Triad is expressed in percentage 30% (sufficient). While the "Indonesian" of Yrama Widya is calculated at 36% (sufficient). The highest presentation of health literacy aspects in textbooks is the protective factor aspect with a percentage of 37% which is included in the sufficient category of the overall data

Health Literacy in Higher Education: A Systematic Scoping Review of Educational Approaches

Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.

Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study

Schools are an ideal setting to base mental health literacy programs as the learning environment is already established. Mental health literacy represents how to obtain and maintain good mental health and should be incorporated into the school curriculum. Collaboration with key stakeholders in youth mental health, such as school staff and allied health professionals, is critical in ensuring needs are addressed, and programs are sustainable. This study aimed to understand the perspectives of school staff and allied health professionals towards mental health literacy within Australian schools. An exploratory qualitative and quantitative survey was completed by 88 participants across Australia. Results indicated that school staff feel less competent to deliver mental health literacy content and perceive their training did not address mental health education compared to allied health professionals. Most mental health programs reported to be implemented within schools were social and emotional learning programs. School staff viewed mental health programs to strengthen academic performance less than allied health professionals. Thematic analysis of qualitative data identified that participants viewed mental health knowledge, where and how to seek help, and coping skills as vital content to cover in a school-based mental health literacy program. This study reveals that school staff need sufficient training and resources to address youth mental health literacy. Though mental health literacy is lacking in the Australian school system, the perspectives of school staff and allied health professionals in this study provide key ideas and considerations for the future development of school-based mental health literacy programs for youth.

Improving university students’ mental health literacy using experiential learning opportunities

Objectives: University students represent a vulnerable population to mental health and wellbeing issues. However, young people are likely to delay or fail to engage in help-seeking behaviours. Embedding mental health learning opportunities in curriculum design may improve the mental health and wellbeing of students, but there are challenges to embedding this material in non-health disciplines where students’ intrinsic interests may not align with mental health–themed coursework. To explore this challenge, the present study involved embedding mental health literacy learning into an Event Management course through an experiential learning opportunity. Design: A quasi-experimental design involving university students divided into intervention groups ( n = 40) and control groups ( n = 83). Setting: Students in the intervention groups managed events across campuses of a major Australian university in support of a University Mental Health and Wellbeing Day. Students in the control groups managed non-mental health events. Method: Pre- and post-event surveys compared students’ perceptions of experiential learning, of the effectiveness of student-led events in promoting mental health literacy and help-seeking behaviours in themselves and peers, and of embedding mental health learning into an experiential learning framework. Results: Results suggest that experiential learning opportunities that contain mental health literacy content in addition to course content can be valuable without interruption to core learning aims. Conclusion: This study is one of the first to evaluate the impact of innovative curriculum designs that embed mental health literacy in non-health disciplines, highlighting the opportunities for creative approaches to improving mental health education in universities.

Effects of a Digital Health Literacy Intervention on Porcine Cysticercosis Prevalence and Associated Household Practices in Iringa District, Tanzania

Digital health is considered an opportunity to engage a wider community in disease control for public health. It has been used in healthcare consultation, in medical treatments and in reporting emergencies. The current study developed digital health literacy content for public health education and assessed its effects on porcine cysticercosis prevalence, pig-keeping style and pig pen and latrine qualities. The intervention was designed and evaluated on the prevention and control of porcine cysticercosis in the Iringa District of southern Tanzania. A quasi-controlled field trial with pre-intervention and post-intervention assessments of porcine cysticercosis, pig-keeping style and pig pen and latrine qualities was conducted. A baseline cross-sectional study was followed immediately by digital health literacy intervention, which comprised educational messages on porcine cysticercosis shown on computer tablets or smartphones. Free internet access supported unsupervised community access. The 25-month post-intervention assessments revealed significantly increased pig confinement (20.1%) (p = 0.026) and pig pen quality (16.2%) (p = 0.025). However, the quality of household latrines (p = 0.453) was not improved, nor was there any significant effect on the prevalence of porcine cysticercosis (p = 0.231). The digital health literacy intervention suggests a strategy for wider and sustainable dissemination of educational messages for Taenia solium infection control.

Developmentally appropriate mental health literacy content for school-aged children and adolescents.

Although improving the mental health of children and adolescents has become a global priority, resources outlining developmentally appropriate content for improving mental health literacy (MHL) across school-aged children are scarce. A comprehensive, life-course approach to building MHL is needed to address the evolving competencies, needs, capacities, and risk factors for mental health, especially to establish school-based interventions that can be equitably and sustainably implemented. We conducted a theoretical review highlighting the relation of research and practice in building MHL through developmentally appropriate knowledge and competencies for children and adolescents. A two-pronged review of the literature was conducted to provide an overview of (1) research with a focus on neurobiological, psychological, cognitive, and social developmental milestones of school-aged children relevant for building MHL and (2) evidence-based and theory-driven content for the development of universal MHL interventions for children and adolescents considering the four components of MHL. A map of relevant key milestones highlights the range of development that occurs and ample opportunity for increasing universal MHL during these sensitive years primed for learning. We reflect on current understandings and global considerations for MHL interventions with an emphasis on applying developmental science to the future strengthening of intervention development, uptake, adaptation, implementation, evaluation, and scale-up.

Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students.

Education programs have been central to reestablishing social norms, rebuilding public educational institutions, and addressing public attitudes toward mental illness in Liberia following a protracted civil war and the Ebola epidemic. The aim of this study was to determine if a program combining an understanding of neuroscience with mental health literacy content could increase teachers’ awareness of students’ mental health issues and produce changes in teacher attitudes and classroom practices. A tiered Training-of-Trainers approach was employed. The first workshop trained 24 Liberian secondary science teachers in the neurobiology of learning, memory, emotions, stress and adolescent brain development. A Leadership Team formed from eight of the Tier I participants then adapted the curriculum, added in more mental health literacy content and led four Tier II workshops and four follow-up Refresher sessions. Participants completed a neuroscience knowledge test and surveys assessing stigma, general perceptions of people with mental illness, and burnout. A subset of Tier II teachers participated in a structured interview at the Refresher time point. Teachers in both tiers acquired basic neuroscience knowledge. Tier I, but not Tier II teachers significantly improved their surveyed attitudes toward people with mental illness. No changes were found in overall teacher burnout. Despite these survey results, the interviewed Tier II teachers self-reported behavioral changes in how they approached their teaching and students in their classrooms. Interviewees described how they now understood social and emotional challenges students might be experiencing and recognized abnormal behaviors as having a biopsychosocial basis. Teachers reported reduced use of verbal and corporal punishment and increased positive rewards systems, such as social and emotional support for students through building relationships. Refresher discussions concurred with the interviewees. In contrast to previous teacher mental health literacy programs which did not bring about a change in helping behaviors, this pilot program may have been successful in changing teacher knowledge and self-reported behaviors, improving teacher–student relationships and decreasing harsh discipline. The combination of basic neuroscience concepts with training on how to recognize mental health issues and refer students should be investigated further as a strategy to promote teacher mental health literacy.

Mental health literacy websites for children of parents with a mental illness.

This review of online mental health resources was conducted to evaluate and document the availability of mental health resources pertinent to the needs of children of parents with a mental illness (COPMI). This review identified available websites and analyzed the appropriateness of content and readability. We conducted an extensive 6-month review of websites with available mental health literacy content that may be found by COPMI searching for information. Web content was evaluated and described with qualitative thematic analysis techniques. Web content was also evaluated for reading levels using the Flesch-Kincaid readability analysis tool. The researchers described 7 descriptive themes, 10 content areas, and described what information was available across websites and where gaps existed. They also concluded the average reading level of the websites was 9.7, which was substantially higher than current web development recommendations. Websites can be a valuable tool for COPMI without access to direct services. To improve current web resources, developers should strive to offer content specific to the identified needs of COPMI. Additionally, web content should be developed at a level that is accessible to teens and parents.

Using HealthPathways to create localised health literacy content for consumers: review of implementation and evaluation.

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 5.120 (2020 JCR, received in June 2021)The IJIC 20th Anniversary Issue was published in 2021.

Inclusion of Health Disparities, Cultural Competence, and Health Literacy Content in US and Canadian Pharmacy Curriculums

Objective. To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices.Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pharmacy programs in the United States and 10 in Canada in three phases. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results.Results. After stratification by institutional characteristics, no significant differences were found between the 72 (50%) responding institutions in the United States and the eight (80%) in Canada. A core group of faculty typically taught health disparities and cultural competence content and/or health literacy. Health disparities and cultural competence was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While health literacy was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of health literacy was more varied in the United States, including in a single course (20.0%), multiple courses in one year (17.1%), and multiple courses in multiple years (48.6%). Health disparities and cultural competence and health literacy was mostly taught at the introduction or reinforcement level. Active-learning approaches were mostly used in the United States, whereas in Canada active learning was more frequently used in teaching health literacy (62.5%) than health disparities and cultural competence (37.5%). Few institutions reported providing professional preceptor development.Conclusion. The majority of responding pharmacy schools in the United States and Canada include content on health disparities and cultural competence content and health literacy to varying degrees; however, less is required and implemented within experiential programs and the co-curriculum. Opportunities remain to expand and apply information on health disparities and cultural competence content and health literacy content, particularly outside the didactic curriculum, as well as to identify barriers for integration.

Embedding a Health Literacy Intervention Within Established Parenting Groups: An Australian Feasibility Study.

Background:A significant proportion of new parents in high-income countries have lower health literacy, but few health literacy interventions exist for this group.Objective:This study investigated the feasibility of delivering health literacy content within existing postnatal parenting groups.Methods:Multicenter feasibility study using a seven-group pre-test post-test design. Parents older than age 16 years with children between age 4 and 26 weeks with sufficient English fluency were invited to participate in a 4-week health literacy program (four 2-hour sessions) delivered by trained facilitators (e.g., child and family health nurses). Mixed-methods evaluation was used, with quantitative data analyzed descriptively and qualitative data (e.g., focus groups, observations, interviews) analyzed using the Framework approach.Key Results:Our health literacy program was successfully delivered at six sites in New South Wales, Australia, in 2018. Our recruitment strategy was successful in reaching diverse learners (N = 73), many who were born in a country other than Australia. However, few had limited health literacy as assessed by a subjective, single-item measure, and only half completed the follow-up questionnaires. High baseline knowledge, skills, and confidence among participants limited the potential for change in these quantitative outcomes but shed light on the utility of different measurement instruments in this context. Qualitative analyses suggested that the health literacy program aligned well with the institutional objectives of child and family health services and was acceptable to learners from diverse cultural backgrounds. However, in its current form, it may be perceived as too simple for learners with higher levels of education and literacy.Conclusions:Our study has offered practical insights into the feasibility of embedding a health literacy intervention into established postnatal parenting groups and shown how program resources and facilitator training could be adapted to make the program more suitable for a range of learners and better support facilitators. [HLRP: Health Literacy Research and Practice. 2020;4(1):e67–e78.]Plain Language Summary:This study looked at the feasibility of delivering a 4-week health literacy program to new parents using existing postnatal parenting groups in New South Wales, Australia. Although the program was generally acceptable to learners and facilitators, this study offers several strategies to further improve the program so that it better supports facilitators and suits a wider range of learners.

Family Health in Adult Education: A Missing Piece of the Health Literacy Puzzle

Previous research and interventions define health literacy as an individual-level concept. Although it is necessary to design programs aimed at individual people, not all health decisions are made by patients themselves, and calls have been made to expand health literacy work beyond the individual. This brief report stems from a larger study in which personnel working for adult literacy coalitions identified family health as a priority topic for health-focused lessons, yet often felt ill-equipped to teach students in this area. This brief report examines adult educators' perspectives on the types of content needed for a family health module designed for the adult education curriculum. Personnel from adult literacy coalitions offered qualitative insights on their desires for health literacy content in the context of family care. Adult literacy coalition educators and staff can provide important insights regarding the health literacy needs of adults in vulnerable populations. Three key themes emerged: American Family Health, Nutritious Eating, and Identify and Act. Rather than using a personal approach, a program that frames health literacy as family health and offers a holistic view on caring for others may serve to provide important context for health decisions and communication for adults at literacy centers. [HLRP: Health Literacy Research and Practice. 2019;3(Suppl.):S75–S78.]

Implementing a health literacy module fostering patient-centered written communication in a cardiovascular prevention elective course

BackgroundA universal approach to health literacy employs clear communication and emphasizes patient action in support of understanding cardiovascular risks and making healthy lifestyle changes. The aim of this project was to evaluate the impact of a health literacy module on enhancing students' written patient education material using standardized readability assessment tools. Educational activityA professional elective course employed team-based learning and a community health fair activity. The course was enhanced with four hours of health literacy content. Pharmacy student learners were assigned a cardiovascular condition and designed an informational pamphlet. Two faculty members evaluated the student pamphlets in the pre-health literacy module (n = 15) and post-module (n = 23) groups using the Flesch grade level, Flesch reading ease score, and 15 health literacy criteria identified from previous literature. Critical analysis of the educational activityThere was a modest integration of health literacy concepts based on the Flesch grade level and the mean total health literacy criteria achieved. Student learners improved in areas of readability, message content, numeracy/statistics, and patient actionability concepts. Simplifying technical jargon remains to be a barrier. The results will be used to improve our health literacy pamphlet rubric and classroom instruction. The health literacy module was valuable in fostering understanding and application of health literacy concepts, and preparing student learners for providing patient-centered communication.

Health literacy of undergraduate health profession students in Australia: A comparison of the island State of Tasmania and Other Australian universities

The aim was to explore the health literacy of undergraduate health profession students enrolled at the only university based on the Island of Tasmania and compared with students enrolled at other universities on the main island of Australia. The data was collected as a part of a larger international survey of tertiary health profession students. Capture of baseline evidence about levels of health literacy was to provide direction for how and when to incorporate core and specialised health literacy content into the health profession curriculum to promote work-readiness.This study was a cross-sectional descriptive online survey using a previously validated tool known as the Health Literacy Questionnaire. Variables influence health literacy status of students across Australia, including age, course enrolled in, and language spoken at home. In addition, health status, socio-economic status, and level of parental education influenced health literacy amongst students in Tasmania. These findings were relatively consistent with previous findings of other studies in Australia and other countries reporting health literacy status of health profession students.There is a need to integrate health literacy early in the curriculum of all health courses offered at the University of Tasmania. Medical students consistently demonstrated higher levels of health literacy compared with other health profession students, however, all health students reported health literacy deficiencies. Curriculum design needs to consider the nature of the student cohort with essential foundation modules embedded into the first year of health courses. Specialised modules addressing discipline-specific information also need to be integrated throughout each health profession curriculum.

Mental Health Literacy Content for Children of Parents with a Mental Illness: Thematic Analysis of a Literature Review.

Millions of children have a parent with a mental illness (COPMI). These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL), meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children’s MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1) attaining an overview of mental illness and recovery; (2) reducing mental health stigma; (3) building developmental resiliencies; (4) increasing help-seeking capacities; and (5) identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children.

Qualitative insights into the experience of teaching shared decision making within adult education health literacy programmes for lower-literacy learners.

BackgroundEnhancing health literacy can play a major role in improving healthcare and health across the globe. To build higher‐order (communicative/critical) health literacy skills among socially disadvantaged Australians, we developed a novel shared decision making (SDM) training programme for adults with lower literacy. The programme was delivered by trained educators within an adult basic education health literacy course.ObjectiveTo explore the experience of teaching SDM within a health literacy programme and investigate whether communicative/critical health literacy content meets learner needs and teaching and institutional objectives.Design and participantsQualitative interview study with 11 educators who delivered the SDM programme. Transcripts were analysed using the Framework approach; a matrix‐based method of thematic analysis.ResultsTeachers noted congruence in SDM content and the institutional commitment to learner empowerment in adult education. The SDM programme was seen to offer learners an alternative to their usual passive approach to healthcare decision making by raising awareness of the right to ask questions and consider alternative test/treatment options. Teachers valued a structured approach to training building on foundational skills, with language reinforcement and take‐home resources, but many noted the need for additional time to develop learner understanding and cover all aspects of SDM. Challenges for adult learners included SDM terminology, computational numerical risk tasks and understanding probability concepts.Discussion and conclusions SDM programmes can be designed in a way that both supports teachers to deliver novel health literacy content and empowers learners. Collaboration between adult education and healthcare sectors can build health literacy capacity of those most in need.

Adult Education and the Health Literacy of Hispanic Immigrants in the United States

ABSTRACTDiscussion on the advantages of integrating health literacy into adult education has primarily been theoretical and conceptual. There is a need for studies that assess the impact of adult education on health literacy. This study implemented a quasi-experimental design to explore whether basic adult instruction may constitute a venue for improving health literacy among Spanish-speaking immigrants. Participants included adults in a High School Equivalency program in a US-Mexico border community who received either a standard GED curriculum or a GED curriculum enhanced with health literacy content. The Short Spanish TOFHLA was used to measure health literacy. While S-TOFHLA scores and health literacy levels improved in all participants, no statistically significant differences were observed across groups. Results are consistent with recommendations supporting adult education as a strategy for improving health literacy.

Integration of Health Literacy Content Into Nursing Curriculum Utilizing the Health Literacy Expanded Model

Nurses must have the ability to adapt care for patients with low health literacy, making health literacy education of nursing students essential. This article presents a health literacy content curriculum integration project in an associate degree nursing curriculum. A health literacy learning needs assessment survey constructed from the health literacy expanded model and identified gaps in health literacy content. The survey results, current best practice, and the health literacy expanded model provided a framework for the health literacy curriculum integration plan.