Developing Verbal Health Literacy with Adult Learners Through Training in Shared Decision-Making.

Autor/Urheber	Danielle M. Muscat; Heather L. Shepherd; Don Nutbeam; Suzanne Morony; Sian K. Smith; Haryana M. Dhillon; Lyndal Trevenal; Andrew Hayen; Karen Luxford; Kirsten McCaffery
Institution	SLACK Incorporated
Titel	Developing Verbal Health Literacy with Adult Learners Through Training in Shared Decision-Making.
Quelle	In: doi:10.3928/24748307-20171208-02; 2474-8307; Health Literacy Research and Practice, Vol 1, Iss 4, Pp e257-e268 (2017)(2017) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3928/24748307-20171208-02
Schlagwörter	health literacy; adult basic education; verbal health literacy; adult learners; Public aspects of medicine
Abstract	Background: Health literacy skills are often assessed in relation to written health materials; however, many important communications are in other formats, especially verbal communication with health care providers. Objective: This qualitative study sought to examine adult learners' experiences of developing verbal health literacy skills within an Australian adult basic education program, and to explore verbal communication and shared decision-making as a constituent domain of health literacy. Methods: We conducted a semi-structured qualitative interview study between September and November 2014 with adult learners who had participated in a single-semester health literacy program that included an integrated shared decision-making component. We analyzed interviews using the Framework method; a matrix-based approach to thematic analysis. A hybrid process of inductive and deductive coding was used to interpret raw data. Key Results: Interviewees were 22 students from six health literacy classes and ranged in age from 18 to 74 years (mean, 48.3). The majority were women (n = 15) and born outside Australia (n = 13). Health literacy was generally limited according to the Newest Vital Sign screening tool (n = 17). The health literacy program appeared to serve two key functions. First, it stimulated awareness that patients have the right to participate in decision-making concerning their treatment and care. Second, it facilitated verbal skill development across the domains of functional (e.g., communicating symptoms), communicative (e.g., asking questions to extract information about treatment options), and critical (e.g., integrating new knowledge with preferences) health literacy. Conclusions: Our findings support the conceptualization of health literacy as a modifiable health asset that is subject to change and improvement as a result of deliberate intervention. Results reinforce verbal health literacy as an important component of health literacy, and draw attention to the hierarchy of verbal skills needed for consumers to become more actively involved in decisions about their health. We present a revised model of health literacy based on our findings.
Erfasst von	BASE - Bielefeld Academic Search Engine