Health Literacy among Health and Social Care University Students

Juvinyà‐Canal, Dolors; Soler, Rosa Suñer; Porquet, Adela Boixadós; Vernay, Marion; Blanchard, H; Bertrán-Noguer, Carme

doi:10.3390/ijerph17072273

Cited by 48 publications

(53 citation statements)

References 23 publications

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“…The study found that the overall health literacy levels were moderate (21.5%) to adequate (76.5%, (n = 205). This is a higher percentage than found in many other studies, 69 %( n = 52) of the nursing students had adequate health literacy knowledge [29] 50% (n = 808) of the students had adequate health literacy levels [26]. Other studies had even lower health literacy levels; 41.7% (n = 283) [31]; 37.3% (n = 337) of the nursing students had adequate health literacy [25], 31.35% (n = 160) of students had acceptable health literacy levels.…”

Section: Health Literacy Levelcontrasting

confidence: 61%

Nursing Students’ Health Literacy Level and Health Practices: a Cross Sectional Study at a University in Namibia

Munangatire¹,

Tomas²,

Mareka³

2021

Preprint

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Background: Inadequate health literacy and poor health practices among nurses could be a hindrance to empowering the population with good health practices. For the nurses to empower the population, they need to be equipped with good health literacy and good health practices. The starting point of solving this problem is through provision of deliberate health literacy and health practice education in the nursing curriculum. This study explored health literacy level and health practices of nursing students in Namibia. Specifically the study examined the health literacy level, health practices and the relationship between the two among nursing students across four levels of study. Methods: A descriptive cross-sectional study was carried out among 205 nursing students. A simple random stratified sampling method was used and data were collected using questionnaire for health literacy (16 items) and health practices (11 items. Pearson correlation, independent t-test and One-way ANOVA were used to analyse the data. Results: The overall mean general health literacy score was 13.04± 1.52. The majority (n=157;76.5%) of the students were found to have adequate health literacy scores, 21.5% with moderate health literacy scores and only 2% with inadequate health literacy scores. The overall mean health practice score was 32.4± 5.50. Most (n=106; 51.7%) of the students were found to have poor health practices, 44.4% had average health practices and 3.9% had good health practices. There was no significant relationship between health literacy levels and health practices of the students (p=0.63).Conclusions: Nursing students have good health literacy but more efforts should be applied to maintain such health literacy levels during and beyond the point of graduation. However, with poor health practices, there is need to investigate more on the contributing factors and develop strategies that can support good health practices among nursing students and maybe these can be transferred into their professional careers as nurses.

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Section: Health Literacy Levelcontrasting

confidence: 61%

Nursing Students’ Health Literacy Level and Health Practices: a Cross Sectional Study at a University in Namibia

Munangatire¹,

Tomas²,

Mareka³

2021

Preprint

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“…Rowlands and colleagues [76] provide useful guidance in sharing "Evidence-Based Development of an Intervention to Improve Clinical Health Literacy Practice". Juvinyà-Canal and colleagues [77] give us perspectives in "Health Literacy Among Health and Social Care University Students" to understand better the caregiver pipeline, which can support individual and organizational health literacy and [81] investigate the agreement between the patients' and health care providers' assessments of patients' health literacy. In "Using the Health Literacy Questionnaire (HLQ) with Providers in the Early Intervention Setting: A Qualitative Validity Testing Study", Leslie et al [82] consider the health literacy of interdisciplinary early intervention providers who are optimally placed to build the health literacy capacity of caregivers and whose health literacy has not previously been measured.…”

Section: Organizational Level: Workforce In Health Care and Beyondmentioning

confidence: 99%

Interdisciplinary Perspectives on Health Literacy Research Around the World: More Important Than Ever in a Time of COVID-19

Sentell

Vamos

Okan

2020

IJERPH

195

187

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As we write our editorial for a health literacy special issue in the midst of the international COVID-19 crisis, we take this opportunity to highlight the importance of individual, community, and population health literacy. We are not only in a "pandemic" but also an "infodemic". Health literacy is more important than ever in the face of these global health threats, which have impacted outcomes across the levels of the socio-ecological model (SEM), including individual health behaviors, family relationships, organizational behavior, state policy-making, national mortality statistics, and the international economy in the span of weeks. Our special issue sought to pull together interdisciplinary threads guided by two principles. The first was defining health literacy as essential skills and situational resources needed for people to find, understand, evaluate, communicate, and use information and services in a variety of forms across various settings throughout their life course to promote health and wellbeing. The second was the idea that enhancing health literacy in populations and systems is critical to achieving health equity. In this time of public health need across traditional borders, the inter-sectoral and international perspectives of special issue articles are more urgent than ever. A greater understanding, appreciation, and application of health literacy can support policy action on multiple levels to address major public health challenges. Health literacy should be built deliberately as a population-level resource and community asset. We have summarized the set of articles in this special issue across the levels of the SEM, hoping their thoughtful considerations and interesting findings will help to support global health and wellness and inspire future research, policy, and practice in this global public health emergency and beyond.As we write this special issue editorial in the midst of the global health threat of COVID-19, individual, community, and population health literacy are more important than ever [3][4][5][6][7]. Personal health behaviors, family relationships, organizational actions, state policy, national mortality statistics, and the international economy have changed in the span of weeks because of decision-making influenced by, and influencing, health literacy. Critical health literacy and digital health literacy are urgently needed by both the citizenry and policy makers to synthesize, analyze, and appraise the vast amount of urgent, complex, and even conflicting information from virologists, epidemiologists, data modelers, doctors, nurses, health departments, and the media [3,[5][6][7]. Health literacy capacities allow us to be well-informed about risks, resources, and recommendations and, ideally, to act in solidarity-based behaviors to achieve public health [3,4,7]. It is increasingly clear that social responsibility and solidarity may be key outcomes of health literacy, helping to combat decisions and policies that go against current COVID-19 evidence and best practice public health...

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“…Hence, untrained medical and non-medical students might be alike in this sense. 16 In Egypt, non-medical students form a majority of university students (3.1 million). 17 They can lead community change through raising awareness and correcting misperceptions.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…The 35-item questionnaire was adapted from previous literature and included three sections: demographic characteristics (six items: age, gender, residence, marital status, faculty and academic year); HL (16 items: using the European Health Literacy Survey Questionnaire-modified short version: HLS-EU-Q16) 20 ; and use of antibiotic, knowledge of antibiotics and awareness of antibiotic resistance (13 items: adapted from the WHO Antibiotic Resistance: Multi-Country Public Awareness Survey). 5 The European Health Literacy Survey Questionnaire-modified short version (HLS-EU-Q16) The modified HLS-EU-Q16 20 included 16 closed-ended questions covering three health domains: healthcare (questions 1-7), disease prevention (questions 8-12) and health promotion (questions [13][14][15][16], and assessing four dimensions of CHL: participants' perceived ability to access, comprehend, appraise and apply health information (see online supplemental file 1). The HLS-EU-Q16 was originally developed as part of the European Health Literacy project 21 ; an Arabic version was available and tested previously among Arabic speaking migrants.…”

Section: Study Toolsmentioning

confidence: 99%

Is health literacy associated with antibiotic use, knowledge and awareness of antimicrobial resistance among non-medical university students in Egypt? A cross-sectional study

et al. 2021

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ObjectivesAntibiotic resistance is a global public health concern, especially in developing countries, where antibiotic misuse is widespread. However, studies investigating relevant factors, particularly in youth, are limited. This study examined the levels of health literacy (HL) and their association with antibiotic use, knowledge of antibiotics and awareness of antibiotic resistance among university students in Egypt.DesignA cross-sectional study was conducted using self-administered questionnaires during 2018. The Health Literacy Survey (HLS-EU-Q16) and the WHO Antibiotic resistance: Multi-Country Public Awareness Survey were used. Bivariate and multivariable analyses were used to compare responses on use and knowledge of antibiotics, and awareness of antibiotic resistance between the three levels of students’ HL.SettingUniversity, Cairo, Egypt.Participants508 non-medical university students.OutcomesStudents’ HL scores were categorised into sufficient, problematic and inadequate. Students’ knowledge of antibiotics was categorised into good and poor. Students’ awareness of antibiotic resistance was categorised into high, average and poor.Results35.1% of students had sufficient HL. 79.7% of students had poor knowledge of antibiotics. 39.9% of students reported having used antibiotics in the past month without a prescription. 92.2% had limited awareness of antibiotic resistance and 30.6% of students heard about the term ‘antimicrobial resistance’. Background characteristics did not significantly differ by HL levels or knowledge scores, except for students’ year of study. Sufficient HL was independently associated with students’ high awareness of antibiotic resistance (adjusted OR=2.8; 95% CI: 1.3 to 5.9).ConclusionsHL was insufficient in this sample of non-medical Egyptian university students. Across all levels of HL, knowledge of antibiotics and awareness of antibiotic resistance were limited, reflecting deficiency in relevant education programmes. Findings suggest that sufficient HL supports high awareness of antibiotic resistance. Incorporating HL and rational antibiotic use awareness raising programmes in university curricula is an urgent necessity to curb antibiotic resistance.

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Health Literacy among Health and Social Care University Students

Cited by 48 publications

References 23 publications

Nursing Students’ Health Literacy Level and Health Practices: a Cross Sectional Study at a University in Namibia

Nursing Students’ Health Literacy Level and Health Practices: a Cross Sectional Study at a University in Namibia

Interdisciplinary Perspectives on Health Literacy Research Around the World: More Important Than Ever in a Time of COVID-19

Is health literacy associated with antibiotic use, knowledge and awareness of antimicrobial resistance among non-medical university students in Egypt? A cross-sectional study

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