A conceptual model of verbal exchange health literacy
HARRINGTON, Kathleen F. a Melissa A VALERIO
Patient Education And Counseling. 2014, 94(3) s. 403-410
Objective: To address a gap in understanding of verbal exchange (oral and aural) health literacy by describing the systematic development of a verbal exchange health literacy (VEHL) definition and model which hypothesizes the role of VEHL in health outcomes.
Methods: Current health literacy and communication literature was systematically reviewed and combined with qualitative patient and provider data that were analyzed using a grounded theory approach. Results: Analyses of current literature and formative data indicated the
importance of verbal exchange in the clinical setting and revealed various factors associated with the patient-provider relationship and their characteristics that influence decision making and health behaviors. VEHL is defined as the ability to speak and listen that facilitates exchanging, understanding, and interpreting of health information for health-decision making, disease management and navigation of the healthcare system. A model depiction of mediating and influenced factors is presented.
Conclusion: A definition and model of VEHL is a step toward addressing a gap in health literacy knowledge and provides a foundation for examining the influence of VEHL on health outcomes.
Practice Implications: VEHL is an extension of current descriptions of health literacy and has implications for patient-provider communication and health decision making.
Conceptualising health literacy from the patient perspective
ORDAN, Joanne E., Rachelle BUCHBINDER a Richard H. OSBORNE
Patient Education And Counseling. 2010, 79(1), s. 36-42
Objective: A person’s health literacy, i.e., their ability to seek, understand and use health information, is a critical determinant of whether they are able to actively participate in their healthcare. The objective of this study was to conceptualise health literacy from the
Methods: Using comprehensive qualitative methods 48 individuals were interviewed across three distinct groups in Australia: those with a chronic condition, the general community and individuals who had recently presented to a metropolitan public hospital emergency department. Purposeful sampling was employed to ensure a range of experiences was captured.
Results: Seven key abilities were identified: knowing when to seek health information; knowing where to seek health information; verbal communication skills; assertiveness; literacy skills; capacity to process and retain information; application skills.
Conclusion: This study identifies key abilities patients identified as critical to seek, understand and utilise information in the healthcare setting. These abilities are not reflected in existing measures for health literacy. Future measures of health literacy could consider
incorporating abilities identified in this study and may provide guidance in developing health interventions to assist patients to participate effectively in their health.
Practice Implications: More comprehensive measures to assess patient’s health literacy are needed.
JORDAN, Joanne E., Rachelle BUCHBINDER a Richard H. OSBORNE. Conceptualising health literacy from the patient perspective. In: Patient Education And Counseling [online]. 2010, 79(1), s. 36-42 [cit. 2017-12-27]. ISSN 1873-5134. PMID 19896320. Dostupné ze systému ScienceDirect (DOI): https://dx.doi.org/10.1016/j.pec.2009.10.001.
Conceptualizing the Role of Research Literacy in Advancing Societal Health
BRODY, Janet L et al.
Journal of Health Psychology. 2012, 17(5), s. 724-730
‘Research literacy’ is proposed as a key concept for advancing societal health. To examine whether improvements in research literacy would affect knowledge of and ethical participation in research, parents of young children received a brief educational intervention designed to enhance their understanding of child research. Results demonstrated that
the intervention improved research-related knowledge and increased parents’ comfort with their research participation decisions. Moreover, enhanced understanding of child volition increased parents’ willingness to enrol their children in research. The proposed research literacy model identifies methods to enhance population knowledge and appreciation of research, strengthening links between scientific advancement and health.
Critical Health Literacy: A Review and Critical Analysis
Social Science & Medicine. 2011, 73(1), s. 60-67
CHINN, Deborah. Critical Health Literacy: A Review and Critical Analysis. In: Social Science & Medicine [online]. 2011, 73(1), s. 60-67 [cit. 2017-12-27]. ISSN 1873-5347. PMID 21640456. Dostupné ze systému ScienceDirect (DOI): https://dx.doi.org/10.1016/j.socscimed.2011.04.004.
Defining and Measuring Health Literacy: How Can We Profit from Other Literacy Domains?
FRISCH, Anne-Linda et al.
Health Promotion International. 2012, 27(1), s. 117-126
Defining and Measuring Health Literacy: What Can We Learn from Literacy Studies?
International Journal of Public Health. 2009, 54(5), s. 303-305
NUTBEAM, Don. Defining and Measuring Health Literacy: What Can We Learn from Literacy Studies? In: International Journal of Public Health [online]. 2009, 54(5), s. 303-305 [cit. 2017-12-27]. ISSN 1661-8564. PMID 1964184. Dostupné ze systému SpringerLink (DOI): https://dx.doi.org/10.1007/s00038-009-0050-x.
Development of a Conceptual Model of Cancer Caregiver Health Literacy
YUEN, Eva YN et al.
European Journal of Cancer Care. 2016, 25(2), s. 294-306
Caregivers play a vital role in caring for people diagnosed with cancer. However, little is understood about caregivers’ capacity to find, understand, appraise and use information to improve health outcomes. The study aimed to develop a conceptual model that describes the elements of cancer caregiver health literacy. Six concept mapping workshops were conducted with 13 caregivers, 13 people with cancer and 11 healthcare providers/policymakers. An iterative, mixed methods approach was used to analyse and synthesise workshop data and to generate the conceptual model. Six major themes and 17 subthemes were identified from 279 statements generated by participants during concept mapping workshops. Major themes included: access to information, understanding of information, relationship with healthcare providers, relationship with the care recipient, managing challenges of caregiving and support systems. The study extends conceptualisations of health literacy by identifying factors specific to caregiving within the cancer context. The findings demonstrate that caregiver health literacy is multidimensional, includes a broad range of individual and interpersonal elements, and is influenced by broader healthcare system and community factors. These results provide guidance for the development of: caregiver health literacy measurement tools; strategies for improving health service delivery, and; interventions to improve caregiver health literacy.
Educational Interventions to Improve People’s Understanding of Key Concepts in Assessing the Effects of Health Interventions: A Systematic Review Protocol
CUSACK, Leila et al.
Systematic Reviews. 2016, 5, s. 37
Background: Health information has become readily accessible through mass media, and people are playing a more active and autonomous role in their health. Much of the health information that was previously only available to health professionals is now directly accessible to the public. Consequently, people often navigate vast amounts of health information on their own, typically with little knowledge about how to evaluate it or the need to do so. Health information remains essentially unregulated, and widespread problems and concerns with the quality of health information have been noted. In addition to the variable quality of health information, inconsistent and/or inappropriate use of related terminology (e.g. ‘evidence-based’ and ‘clinically proven’) can be confusing to the public, who are ill-prepared to critically examine claims. The general public are not trained in the fundamentals of health research and do not typically possess the knowledge and skills to evaluate the accuracy and completeness of information about health interventions. Without this, the public are vulnerable to acting on inaccurate or incomplete health information and making ill-informed health decisions. With this review, we intend to identify and assess educational interventions which have been designed to improve people’s ability to understand key concepts relevant to evaluating claims about the effects of health interventions.
Methods/design: This systematic review of the literature will use a search strategy that has been developed in conjunction with a Health Sciences Librarian who has expertise in systematic review searching to identify relevant studies. Databases to be searched include the following: the Cochrane Central Register of Controlled Trials, MEDLINE, EMBASE, CINAHL, and ERIC. Attempts to identify unpublished studies and ongoing trials will also be made. Two review authors will independently screen search results and assess studies for eligibility. Studies which aim to improve participants’ understanding of the key concepts relevant to evaluating the effects (or the interpretation of results) of health interventions will be included. Randomised trials, non-randomised trials, controlled before and after studies, controlled studies with only post-test measures, and interrupted time series studies will be eligible for inclusion. We will contact study authors to clarify any missing details/data. Due to the nature of the systematic review question and the expectation of heterogeneity in study design, interventions, and outcomes, we intend to take a narrative approach to data synthesis.
CUSACK, Leila et al. Educational Interventions to Improve People’s Understanding of Key Concepts in Assessing the Effects of Health Interventions: A Systematic Review Protocol. In: Systematic Reviews [online]. 2016, 5, s. 37 [cit. 2017-12-27]. ISSN 2046-4053. PMID 26915734. Dostupné z: https://dx.doi.org/10.1186/s13643-016-0213-9.
Ehealth Literacy 2.0: Problems and Opportunities with an Evolving Concept
Journal of Medical Internet Research. 2011, 13(4), s. e125
As the use of eHealth grows and diversifies globally, the concept of eHealth literacy – a foundational skill set that underpins the use of information and communication technologies (ICT) for health – becomes more important than ever to understand and advance. EHealth literacy draws our collective attention to the knowledge and complex skill set that is often taken for granted when people interact with technology to address information, focusing our attention on learning and usability issues from the clinical through to population health level. Just as the field of eHealth is dynamic and evolving, so too is the context where eHealth literacy is applied and understood. The original Lily Model of eHealth literacy and scale used to assess it were developed at a time when the first generation of web tools gained prominence before the rise of social media. The rapid shifts in the informational landscape created by Web 2.0 tools and environments suggests it might be time to revisit the concept of eHealth Literacy and consider what a second release might look like.
DIVIANI, Nicola a SCHULZ Peter J.
European Journal of Cancer Supplements. 2009, 7(2-3), s. 211
(Diviani, Schulz) Universita della Svizzera italiana, Institute of Communication and Health, Lugano, Switzerland Publisher Elsevier Ltd Emtree Heading *neoplasm; *reading; *Delphi study; *oncology; health; health care personnel; interpersonal communication; population; Switzerland; university; content analysis; empirical research; publication; types of study; policy; nurse; oncology ward; social worker; public health; health practitioner; competence.
Health Literacy — a Heterogeneous Phenomenon: A Literature Review
MÅRTENSSON, Lena a Gunnel HENSING
Scandinavian Journal of Caring Sciences. 2012, 26(1), s. 151-160
Findings and Conclusions: Two different approaches to health literacy became visible, one in which health literacy is expressed as a polarized phenomenon, focusing on the extremes of low and high health literacy. The definitions of health literacy in this approach are characterized by a functional understanding, pointing out certain basic skills needed to understand health information. The other approach represents a complex understanding of health literacy, acknowledging a broadness of skills in interaction with the social and cultural contexts, which means that an individual’s health literacy may fluctuate from one day to another according to the context. The complex approach stresses the interactive and critical skills needed to use information or knowledge as a basis for appropriate health decisions. We conclude that health literacy is a heterogeneous phenomenon that has significance for both the individual and society. Future research will aim at the development of assessments that capture the broadness of skills and agents characteristic for health literacy as a complex phenomenon.
MÅRTENSSON, Lena a Gunnel HENSING. Health Literacy — a Heterogeneous Phenomenon: A Literature Review. In: Scandinavian Journal of Caring Sciences [online]. 2012, 26(1), s. 151-160 [cit. 2017-12-27]. ISSN 1471-6712. PMID 21627673. Dostupné z: http://dx.doi.org/10.1111/j.1471-6712.2011.00900.x.
Health Literacy and Public Health: A Systematic Review and Integration of Definitions and Models
SØRENSEN, Kristine et al
BMC Public Health. 2012, 12, s.80
Methods: A systematic literature review was performed to identify definitions and conceptual frameworks of health literacy. A content analysis of the definitions and conceptual frameworks was carried out to identify the central dimensions of health literacy and develop an integrated model.
Results: The review resulted in 17 definitions of health literacy and 12 conceptual models. Based on the content analysis, an integrative conceptual model was developed containing 12 dimensions referring to the knowledge, motivation and competencies of accessing, understanding, appraising and applying health-related information within the healthcare, disease prevention and health promotion setting, respectively.
Conclusions: Based upon this review, a model is proposed integrating medical and public health views of health literacy. The model can serve as a basis for developing health literacy enhancing interventions and provide a conceptual basis for the development and validation of measurement tools, capturing the different dimensions of health literacy within the healthcare, disease prevention and health promotion settings.
Health Literacy and the Social Determinants of Health: A Qualitative Model from Adult Learners
ROWLANDS, Gillian et al.
Health Promotion International. 2017, 32(1), s. 130-138
understand, appraise and use information and services to make decisions about health’, is key to improving peoples’ control over modifiable social determinants of health (SDH). This study listened to adult learners to understand their perspectives on gathering, understanding and using information for health. This qualitative project recruited participants from community skills courses to identify relevant ‘health information’ factors. Subsequently different learners put these together to develop a model of their ‘Journey to health’. Twenty-seven participants were recruited; twenty from community health literacy courses and seven from an adult basic literacy and numeracy course. Participants described health as a ‘journey’ starting from an individual’s family, ethnicity and culture. Basic (functional) health literacy skills were needed to gather and understand information. More complex interactive health literacy skills were needed to evaluate the importance and relevance of information in context, and make health decisions. Critical health literacy skills could be used to adapt negative external factors that might inhibit health- promotion. Our model is an iterative linear one moving from ethnicity, community and culture, through lifestyle, to health, with learning revisited in the context of different sources of support. It builds on existing models by highlighting the importance of SDH in the translation of new health knowledge into healthy behaviours, and the importance of health literacy in enabling people to overcome barriers to health.
Health Literacy INDEX: Development, Reliability, and Validity of a New Tool for Evaluating the Health Literacy Demands of Health Information Materials
KAPHINGST, Kimberly A. et al.
Journal of Health Communication. 2012, 17(3), s. 203-221
KAPHINGST, Kimberly A. et al. Health Literacy INDEX: Development, Reliability, and Validity of a New Tool for Evaluating the Health Literacy Demands of Health Information Materials. In: Journal of Health Communication [online]. 2012, 17(3), s. 203-221 [cit. 2017-12-27]. ISSN 1087-0415. PMID 23030571. Dostupné z: http://dx.doi.org/10.1080/10810730.2012.712612.
Health Literacy Screening Instruments for Ehealth Applications: A Systematic Review
COLLINS, Sarah A. et al.
Journal of Biomedical Informatics. 2012, 45(3), s. 598-607
Health Literacy Report of the Council on Scientific Affairs
JAMA. 1999, 281(6), s. 552–557
Patients with the greatest health care needs may have the least ability to read and comprehend information needed to function successfully as patients.
To examine the scope and consequences of poor health literacy in the United States, characterize its implications for patients and physicians, and identify policy and research issues.
The 12 members of the Ad Hoc Committee on Health Literacy, American Medical Association Council on Scientific Affairs, were selected by a key informant process as experts in the field of health literacy from a variety of backgrounds in clinical medicine, medical and health services research, medical education, psychology, adult literacy, nursing, and health education.
Literature review using the MEDLINE database for January 1966 through October 1, 1996, searching Medical Subject Heading (MeSH) reading combined with text words health or literacy in the title, abstract, or MeSH. A subsequent search using reading as a search term identified articles published between 1993 and August 1998. Authors of relevant published abstracts were asked to provide manuscripts. Experts in health services research, health education, and medical law identified proprietary and other unpublished references.
Consensus among committee members was reached through review of 216 published articles and additional unpublished manuscripts and telephone and Internet conferencing. All committee members approved the final report.
Patients with inadequate health literacy have a complex array of communications difficulties, which may interact to influence health outcome. These patients report worse health status and have less understanding about their medical conditions and treatment. Preliminary studies indicate inadequate health literacy may increase the risk of hospitalization. Professional and public awareness of the health literacy issue must be increased, beginning with education of medical students and physicians and improved patient-physician communication skills. Future research should focus on optimal methods of screening patients to identify those with poor health literacy, effective health education techniques, outcomes and costs associated with poor health literacy, and the causal pathway of how poor health literacy influences health.
Health literacy: a concept with potential to greatly impact the infectious diseases field
OSBORNE, Richard H., Alison BEAUCHAMP a Roy BATTERHAM
International Journal Of Infectious Diseases. 2016, 43, s. 101-102
Health literacy: a concept/dimensional analysis
MANCUSO, Josephine M.
Nursing & Health Sciences. 2008, 10(3), s. 248-255
MANCUSO, Josephine M. Health literacy: a concept/dimensional analysis. In: Nursing & Health Sciences [online]. 2008, 10(3), s. 248-255 [cit. 2017-12-28]. ISSN 1441-0745. PMID 18786068. Dostupné také z: http://onlinelibrary.wiley.com/doi/10.1111/j.1442-2018.2008.00394.x/full.
Health Literacy: Applying Current Concepts to Improve Health Services and Reduce Health Inequalities
BATTERHAM, Roy W. et al.
Public Health. 2016, 132, s. 3-12
used to complement many fields from individual patient care to community-level development, and from improving compliance to empowering individuals and communities.
BATTERHAM, Roy W. et al. Health Literacy: Applying Current Concepts to Improve Health Services and Reduce Health Inequalities. In: Public Health [online]. 2016, 132, s. 3-12 [cit. 2017-12-28]. ISSN 1476-5616. PMID 26872738. Dostupné ze systému ScienceDirect (DOI): https://doi.org/10.1016/j.puhe.2016.01.001
Health literacy: concept analysis
Journal Of Advanced Nursing. 2005, 50(6), s. 633-640
METHOD: The method used for this concept analysis was that of Walker and Avant (1995). FINDINGS: Health literacy empowers people to act appropriately in new and changing health-related circumstances through the use of advanced cognitive and social skills. The defining attributes of health literacy are reading and numeracy skills, comprehension, the capacity to use information in health care decision-making, and successful functioning as a healthcare consumer. Antecedents of health literacy are literacy and a health-related experience. Consequences of health literacy include improved self-reported health status, lower health care costs, increased health knowledge, shorter hospitalizations, and less frequent use of health care services. Empirical referents of the concept are the Test of Functional Health Literacy in Adults and the health literacy component of the National Assessment of Adult Literacy.
CONCLUSIONS: An analysis of the concept of health literacy enhances nurses’ ability to assess more accurately their clients’ levels of health literacy, thus identifying those at risk for misunderstanding health care instructions, shame associated with inadequate reading skills, and inability to adhere to health care recommendations.
SPEROS, C. Health literacy: concept analysis. In: Journal Of Advanced Nursing [online]. 2005, 50(6), s. 633-640 [cit. 2017-12-28]. ISSN 0309-2402. PMID 15926968. Dostupné z: http://dx.doi.org/10.1111/j.1365-2648.2005.03448.x.
Health literacy: developing a practical framework for effective health communication
LANNING, Beth A. a Eva I. DOYLE
AMWA Journal: American Medical Writers Association Journal. 2010, 25(4) s. 155-161
Health literacy: the solid facts
KICKBUSCH, Ilona et al (ed.)
KICKBUSCH, Ilona et al (ed.). Health literacy: the solid facts [online]. Copenhagen: World Health Organization Regional Office for Europe, 2013 [cit. 2017-12-27]. Solid facts (Series). ISBN 978-92-890-0015-4. Dostupné z: http://www.euro.who.int/__data/assets/pdf_file/0008/190655/e96854.pdf.
Health Promotion Glossary
Health Promotion International. 1998, 13(4), s. 349–364
Health Services and Health Literacy: From the Rationale to the Many Facets of a Fundamental Concept. A Literature Review
BONACCORSI, Guglielmo et al.
Annali Dell’Istituto Superiore Di Sanita. 2016, 52(1), s. 114-118
Methods: A literature search was conducted in PubMed, Embase, PsycINFO, ERIC, Health Evidence, Centre for Reviews and Dissemination and Cochrane Library. Google and OpenGrey were searched to find additional papers and unpublished works.
Results: Among 7000 papers founded, we selected 26 works. During the 1990s, authors began to systematically study the relationship between health literacy and health status, according to a public health view. In the first decade of the new century, a new fundamental definition established three progressive degrees of health literacy: functional, interactive and critical health literacy. Sørensen (in 2012) provided a framework for the development of new assessment tools and interventions.
Conclusion: The improvement of health literacy is a powerful tool for the development of a new type of relationship between individuals and the health system.
BONACCORSI, Guglielmo et al. Health Services and Health Literacy: From the Rationale to the Many Facets of a Fundamental Concept. A Literature Review. In: Annali Dell’Istituto Superiore Di Sanita [online]. 2016, 52(1), s. 114-118 [cit. 2017-12-28]. ISSN 0021-2571. PMID 27033626. Dostupné z: http:// dx.doi.org/10.4415/ANN_16_01_18.pdf.
Media Health Literacy (MHL): Development and Measurement of the Concept among Adolescents
LEVIN-ZAMIR, Diane, Dafna LEMISH a Rosa GOFIN
Health Education Research. 2011, 26(2), s. 323-335
Navigating health: the role of health literacy
KICKBUSCH, Ilona, Suzanne WAIT a Daniela MAAG
Pathway to Health Literacy in Korean American Immigrants: The Mediating Role of English Proficiency
LEE, Hee Yun a Jeong-Kyun CHOI
Journal of Human Behavior in the Social Environment. 2012, 22(3), s. 255-269
Findings revealed that education and English proficiency were the most influential predictors of health literacy; education was directly associated with health literacy and indirectly through language proficiency. Predictors of greater English proficiency included higher levels of education, younger age, and unmarried status. The findings suggest that immigrants with minimal English abilities, little education, and no health insurance have particular intervention needs, perhaps best met by a patient-centered approach focusing on individual language needs and cultural health beliefs.
LEE, Hee Yun a Jeong-Kyun CHOI. Pathway to Health Literacy in Korean American Immigrants: The Mediating Role of English Proficiency. In: Journal of Human Behavior in the Social Environment [online]. 2012, 22(3), s. 255-269 [cit. 2017-12-28]. ISSN 1091-1359. Dostupné z: http://dx.doi.org/10.1080/10911359.2012.655568.
Relationships between Health Literacy and Heart Failure Knowledge, Self-Efficacy, and Self-Care Adherence
CHEN, Aleda M. H. et al.
Research in Social & Administrative Pharmacy: RSAP. 2014, 10(2), s. 378-386
Objective: To test a model to explain the relationships between health literacy, heart failure knowledge, self-efficacy, and self-care.
Methods: Prior to receiving clinic-based education, newly referred patients to 3 heart failure clinics completed assessments of health literacy, heart failure knowledge, self-efficacy, self-care, and demographics. Structural equation modeling was completed to examine the strength of the inter-variable relationships.
Results: Of 81 participants recruited, data from 63 patients were complete. Health literacy was independently associated with knowledge (P < 0.001). Health literacy was not related to self-care. Self-efficacy was independently-associated with self-care adherence (P = 0.016). No other relationships were statistically significant. The model had good fit (comparative fit index = 1.000) and explained 33.6% of the variance in knowledge and 27.6% in self-care. Conclusions: Health literacy influences knowledge about heart failure but not self-care adherence. Instead, self-efficacy influenced self-care adherence. Future research should incorporate additional factors that may better model the relationships between health literacy, knowledge, self-efficacy, and self-care.[/bs_citem][bs_citem title="Citace" id="citem_9608-90f1" parent="collapse_4163-a8a1"]
CHEN, Aleda M. H. et al. Relationships between Health Literacy and Heart Failure Knowledge, Self-Efficacy, and Self-Care Adherence. In: Research in Social & Administrative Pharmacy: RSAP [online]. 2014, 10(2), s. 378-386 [cit. 2017-12-28]. ISSN 1934-8150. PMID 23953756. Dostupné ze systému ScienceDirect (DOI): http://dx.doi.org/10.1016/j.sapharm.2013.07.001.
The Concept of Health Literacy within the Older Adult Population
OLDFIELD, Scott R. a H. M. DREHER
Holistic Nursing Practice. 2010, 24(4), s. 204-21
The Development of Health Literacy in Patients with a Long-Term Health Condition: The Health Literacy Pathway Model
EDWARDS, Michelle et al.
BMC Public Health. 2012, 12, s. 130
Methods: We designed a longitudinal qualitative study using seriál interviews with 18 participants to explore their experiences of learning to manage their condition and their experiences of health literacy when participating in healthcare processes. Participants were recruited from patient education programmes and were interviewed three times over a period of 9 months. A framework approach was used to analyse data.
Results: A model is presented that illustrates the development of health literacy along a trajectory that includes the development of knowledge, health literacy skills and practices, health literacy actions, abilities in seeking options and informed and shared decision making opportunities. Motivations and barriers to developing and practising health literacy skills partly reflected participants’ characteristics but were also influenced by health professionals. Some participants developed their health literacy to a point where they became more involved in healthcare processes (including informed and shared decision-making).
Conclusions: Patients with a long-term condition can develop health literacy skills over time and put their skills into practice in becoming more active in healthcare consultations. Our findings have implications for developing health literacy interventions aimed at patient involvement in healthcare processes and improved self-management of long-term conditions.
EDWARDS, Michelle et al. The Development of Health Literacy in Patients with a Long-Term Health Condition: The Health Literacy Pathway Model. In: BMC Public Health [online]. 2012, 12, s. 130 [cit. 2017-12-28]. ISSN 1471-2458. PMID 22332990. Dostupné z: http://dx.doi.org/10.1186/1471-2458-12-130.
The Evolution of Health Literacy Assessment Tools: A Systematic Review
ALTIN, Sibel Vildan et al.
BMC Public Health. 2014, 14, s. 1207
Methods: We performed a systematic review of generic measurement tools developed to assess HL by searching PubMed, ERIC, CINAHL and Web of Knowledge (2009 forward). Two reviewers independently reviewed abstracts/ full text articles for inclusion according to predefined criteria. Additionally we conducted a reporting quality appraisal according to the survey reporting guideline SURGE.
Results: We identified 17 articles reporting on the development and validation of 17 instruments measuring health literacy. More than two thirds of all instruments are based on a multidimensional construct of health literacy. Moreover, there is a trend towards a mixed measurement (self-report and direct test) of health literacy with 41% of instruments applying it, though results strongly indicate a weakness of coherence between the underlying constructs measured. Overall, almost every third instrument is based on assessment formats modeled on already existing functional literacy screeners such as the REALM or the TOFHLA and 30% of the included articles do not report on significant reporting features specified in the SURGE guideline.
Conclusions: Scholars recently developing instruments that measure health literacy mainly comply with recommendations of the academic circle by applying multidimensional constructs and mixing up measurement approaches to capture health literacy comprehensively. Nonetheless, there is still a dependence on assessment formats, rooted in functional literacy measurement contradicting the widespread call for new instruments. All things considered, there is no clear “consensus” on HL measurement but a convergence to more comprehensive tools. Giving attention to this finding can help to offer direction towards the development of comparable and reliable health literacy assessment tools that effectively respond to the informational needs of populations.
The health literacy management scale (HeLMS): a measure of an individual’s capacity to seek, understand and use health information within the healthcare setting
JORNAN, Joanne E. et al.
Patient Education And Counseling. 2013, 91(2), s. 228-235
Methods: Content areas were identified from a conceptual Framework derived from interviews and concept mapping. Items were generated from statements from concept mapping participants. Construction (N=333) and replication (N=350) samples were participants in chronic disease self-management programs and emergency department attendees. Factor analysis was used to refine constructs and define psychometric properties.
Results: Consultations generated 8 scales each with 4-5 items:
Understanding health information, Accessing GP healthcare services, Communication with health professionals, Being proactive and Using health information, Patient attitudes towards their health, Social support, and Socioeconomic considerations. Confirmatory factor analyses indicated good fit of the data with the model (RMSEA=0.07, SRMR=0.05, CFI=0.97) and all domains had high internal consistency (Cronbach alpha>0.82).
Conclusion: The HeLMS has acceptable psychometric properties and assesses a range of health literacy constructs important to patients when seeking, understanding and using health information within the healthcare system.
Practice Implications: The HeLMS presents a new approach to assessing health literacy in healthcare settings.
JORNAN, Joanne E. et al. The health literacy management scale (HeLMS): a measure of an individual’s capacity to seek, understand and use health information within the healthcare setting. In: Patient Education And Counseling [online]. 2013, 91(2), s. 228-235 [cit. 2017-12-28]. ISSN 1873-5134. PMID 23419326. Dostupné z: http://dx.doi.org/10.1016/j.pec.2013.01.013.
The Health Literacy Skills Framework
SQUIERS, Linda et al.
Journal of Health Communication. 2012, 17(3), s. 30-54
The Montana State University conceptual model of complementary and alternative medicine health literacy
SHREFFLER-GRANT, Jean, et al.
Journal Of Health Communication. 2013, 18(10), s. 1193-200
U.S. Government Health Literacy Tools
MILLICAN, Kim P.
Journal Of Consumer Health On The Internet. 2014, 18(4), s. 385-395
Understanding critical health literacy: a concept analysis
SYKES, Susie et al.
BMC Public Health. 2013, 13, s. 150
Method: The study uses a theoretical and colloquial evolutionary concept
analysis method to systematically identify the features associated with this concept. A unique characteristic of this method is that it practically combines an analysis of the literature with in depth interviews undertaken with practitioners and policy makers who have an interest in the field. The study also analyses how the concept is understood across the contexts of time, place, discipline and use by health professionals, policy makers and academics.
Results: Findings revealed a distinct set of characteristics of advanced personal skills, health knowledge, information skills, effective interaction between service providers and users, informed decision making and empowerment including political action as key features of critical health literacy. The potential consequences of critical health literacy identified are in improving health outcomes, creating more effective use of health services and reducing inequalities in health thus demonstrating the relevance of this concept to public health and health promotion.
Conclusions: While critical health literacy is shown to be a unique concept, there remain significant contextual variations in understanding particularly between academics, practitioners and policy makers. Key attributes presented as part of this concept when it was first introduced in the literature, particularly those around empowerment, social and political action and the existence of the concept at both an individual and population level, have been lost in more recent representations. This has resulted in critical health literacy becoming restricted to a higher order cognitive individual skill rather than a driver for political and social change. The paper argues that in order to retain the uniqueness and usefulness of the concept in practice efforts should be made to avoid this dilution of meaning.
Use of theory in low-literacy intervention research from 1980 to 2009
WALLACE, Lorraine S. et al.
American Journal Of Health Behavior. 2012, 36(2), s. 145-52
Methods: Intervention studies (n=52) published between 1980 and 2009 that met inclusion criteria were reviewed to assess the topic addressed, type of theory and/or model used, and the extent of theory use.
Results: Twenty-one (40.4%) interventions were based on a theory or model. Most of those 21 interventions were either “informed by” (n=15, 71.4%) or “applied” (n=4, 19.1%) theory whereas 2 (9.5%) “tested” theory.
Conclusions: Most low-literacy intervention research is not based on any educational, behavioral, or social science theory or model.