Nursing Resources: Health Literacy

Health literacy can be defined as an individual's competence to use knowledge and information to maintain and improve health. Research has shown the crucial importance of health literacy in everyday life. Nurses play an important role in fostering patients' health literacy. But there is a lack in research on nurses' health literacy and how it influences their work. Therefore, this study aims to determine nursing students' health literacy and find out whether this group assessed that there was a change in their health literacy before and after the COVID-19 pandemic. In addition, this study aims to find out whether there is a relation between nursing students' assessments of their health literacy and their assessments of whether and how they use strategies to foster their patients' health literary in everyday work. We conducted a longitudinal study with two points of measurement, before the COVID-19 pandemic (N = 112) and after (N = 304). Nursing students filled out an online questionnaire using validated scales. To analyze the data, we used descriptive statistics, correlation analysis, and Welch's -test. The results show that before the COVID-19 pandemic, the nursing students assessed their health literacy as quite high, and after the COVID-19 pandemic, they found it difficult to access ( = 17.881; < 0.001; Cohen's d = 0.46), understand ( = 16.404; < 0.001; Cohen's d = 0.56), appraise ( = 15.429; < 0.00; Cohen's d = 0.47), and apply health-related information ( = 13.761; < 0.001; Cohen's d = 0.54). Implications of our study concern nurses' vocational education and training in which nurses must learn about health literacy and strategies to foster their patients' health literacy.

Nursing professionals have a crucial role in promoting health literacy in health services, so it is necessary to ensure health literacy skills in future health professionals. The objective of the study was to examine the health literacy of nursing students and its associated factors. A cross-sectional descriptive study was carried out on 460 nursing students. For data collection, a semi-structured questionnaire was obtained on sociodemographic characteristics, perception and health care, use of the health system and lifestyles. In addition, health literacy was assessed using the European Health Literacy Questionnaire. 6.1% of the participants had an inadequate level of health literacy and 36.5% problematic. The probability of having sufficient health literacy is directly associated with age; and inversely with smoking, prolonged screen time and living alone (  < 0.05). A large percentage of nursing students need to improve their health literacy skills. It is necessary to integrate a greater number of contents in health literacy in the curriculum of nursing students.

Low health literacy (LHL) significantly impacts patients’ ability to participate actively in their healthcare. Registered nurses (RNs) play a crucial role in identifying LHL and addressing patient knowledge gaps and skill deficits. This correlational study examined the relationship between RNs’ predictions of patients’ health literacy levels (HLL) and the actual HLL of a predominately Hispanic patient population. In addition, personal factors (i.e., demographics) were analyzed to determine their influence on the nurse’s predictions and patients’ HLL. Data were collected from 84 participant patient–nurse couplets admitted to a medical-surgical unit in a rural setting located on the United States–Mexico border. In addition to demographic information collected via survey, RNs were asked to predict their patient’s health literacy abilities while the Newest Vital Sign, a health literacy assessment tool, was deployed to determine the actual HLL of patients participating in the study. Data were analyzed using descriptive statistics, t-tests, and chi-square tests while a Spearman correlational model was used to examine the relationship between predicted HLL and actual HLL. Finally, a logistic regression model was used to analyze the relationship between personal factors and HL data for RNs and patients. Analysis of the data revealed that RNs consistently overestimated patients’ abilities, as evidenced by the disparity between patients’ actual HLL (mean 1.71) and predicted HLL (mean 4.26) by RNs, with a moderately strong positive relationship (rs = .418). Notably, higher academic preparation and years of experience did not enhance the RNs’ ability to identify LHL while the highest level of education completed was the only statistically significant predictor of adequate health literacy in the patient population sampled. These findings emphasize the need to prioritize effective health literacy education in RN academic preparation and clinical practice to support the detection of LHL when a standardized health literacy assessment tool is not utilized in the clinical setting. By recognizing the presence of LHL, healthcare professionals can better support patients’ needs and bridge the knowledge gap, ultimately improving patient outcomes.

Objective Community health assessments have typically not measured health literacy at the community level. We developed the Community Health Literacy Assessment (CHLA) framework to describe county and regional health literacy activities, assets, gaps, and opportunities in Maryland. Methods We implemented the CHLA framework in Maryland from January to August 2018. We conducted an environmental scan of Maryland’s 24 counties to identify community resources, health indicators, and organizations. We targeted local health improvement coalitions and health departments for interviews in each county. We conducted qualitative interviews to understand what key community organizations throughout Maryland are doing to implement health literacy best practices and policies. We used summative content analysis to review, quantify, and interpret interview data. Results We conducted 57 interviews with participants from 56 organizations representing all 24 counties in Maryland. We captured data on multiple dimensions of health literacy and identified 3 main themes: health literacy assets and activities, health literacy gaps, and health literacy opportunities. The most cited asset was collecting data to inform health literacy practices, the most cited gap was using jargon with community members, and the most cited opportunity was increasing public awareness of existing health programs through improved outreach and teaching health information–seeking behaviors. Conclusion A systematic community health literacy assessment is a feasible way to collect a large amount of health literacy data, which can inform strategic planning, determine community interventions, and ultimately lead us toward a health-literate society. We recommend that others replicate the CHLA framework to operationalize health literacy as a health indicator and include it as a community health assessment measure.

Objective: Health literacy is important while attending a residential college where daily decisions can impact one's physical and mental health and knowing who or what to trust for information is of the utmost importance in claiming more decision-making autonomy. Participants: A total of 189 students at a University in the Northeastern United States participated in this study. Methods: A cross-sectional survey assessment of shared beliefs around health behaviors was conducted. Results: Areas of high consensus center around knowledge of positive health behaviors. Consensus lessens as participants are faced with statements that require more independent thinking, more information, and more subjectivity. Gender differences are also prevalent. Conclusions: Exercising agency is needed when making a commitment to one health choice vs. another. Agency in emerging adulthood has been found to be positively correlated with commitment and deliberate decision-making both of which are needed as college students face independent health choices.