IUHPE Position Statement on Health Literacy: a practical vision for a health literate world

Abstract

The International Union for Health Promotion and Education (IUHPE) Position Statement on Health Literacy provides an overview of existing evidence and continuing debate on health literacy. Developed by the IUHPE Global Working Group on Health Literacy, including experts from around the globe, the Statement provides a basis for discussion and advocacy, by and with IUHPE, both within the health promotion community, and among stakeholders and partners in health promotion. The Statement offers a detailed introduction to the concept of health literacy, calling for global action to improve health literacy in populations. It positions health literacy as an important and modifiable social determinant of health, that plays a significant role in broadly-based strategies for health promotion. The Statement emphasises the necessity of a systems approach to health literacy, underpinned by global, national, regional and local policies. It summarises key evidence to guide practice and policy development, recognising the importance of continued investment in intervention research, in professional and consumer capacity building, and in the transfer of research findings into frontline health promotion practice. In summary, health literacy is understood as an important cross-cutting issue in health promotion throughout the lifespan, which has practical application in guiding clinical practice, public health interventions and public policy for the advancement of global health.

Making a Case for “Education for Health Literacy”: An International Perspective

“…As summarized by the recent Position Statement (Statement) put forth by the International Union for Health Promotion and Education (IUHPE) Health Literacy Global Working Group [6], "health literacy is an asset that can support a wide range of health actions to improve health and well-being, to prevent and better manage ill-health" and can help us achieve health equity. We believe the education sector is critical to this goal.…”

“…As a dynamic field, it is important to continue the education dialogue to further develop knowledge, raise awareness and build capacity, and develop partnerships and infrastructure that will continue the advancement of the international agenda. If our shared practical vision for a health literate world is to be realized, education for health literacy should be prioritized in the wider context of many stakeholders towards concrete actions to improve health and involve individuals, providers and systems [6].…”

“…Strong evidence exists that health literacy skills (across a variety of definitions and measurement tools) are limited even in wealthy, developed countries [6]. Findings from the first European comparative survey on health literacy in populations [7], which was conducted in eight countries, found almost half of the respondents (47%) had limited (insufficient or problematic health literacy).…”

Health Literacy among Health and Social Care University Students

“…Studies such as the one by Ozen et al [5] endorse the effectiveness of improving health literacy among Nursing students by including it in the education program. Bröder et al, stated that the more health literate students are, the greater the influence they will have on people in their professional lives in terms of health management and healthier decision-making [23]. Nurses need to be able to tailor care to people with low levels of health literacy, making it essential to integrate health literacy into Nursing studies.…”

Identifying Core Variables Associated With Health Literacy in Kidney Transplant Recipients

“…Nutbeam also refers to HL as both a risk and an asset (10). In clinical care, low HL has been understood as a risk factor associated with poor health and poor adherence (92). The clinical approach to HL traditionally involved helping physicians improve their communication strategy with and guidance of patients so they would better understand and adhere to treatment regimens (93).…”