The Health Literacy Questionnaire

2021 ◽  
Vol 25 (3) ◽  
pp. 303-309
Author(s):  
Helen-Ann Brown Epstein
PLoS ONE ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. e0172340 ◽  
Author(s):  
Sandra Nolte ◽  
Richard H. Osborne ◽  
Sarah Dwinger ◽  
Gerald R. Elsworth ◽  
Melanie L. Conrad ◽  
...  

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Richard H Osborne ◽  
Roy W Batterham ◽  
Gerald R Elsworth ◽  
Melanie Hawkins ◽  
Rachelle Buchbinder

2012 ◽  
Author(s):  
Lynne M. Emmerton ◽  
Liz Mampallil ◽  
Therese Kairuz ◽  
Leigh M. McKauge ◽  
Robert A. Bush

2016 ◽  
Author(s):  
Luísa Campos ◽  
Pedro Dias ◽  
Filipa Palha ◽  
Ana Duarte ◽  
Elisa Veiga

2017 ◽  
Vol 7 (2) ◽  
pp. 54 ◽  
Author(s):  
Judy Mullan ◽  
Pippa Burns ◽  
Kathryn Weston ◽  
Peter McLennan ◽  
Warren Rich ◽  
...  

2020 ◽  
pp. 140349482092642 ◽  
Author(s):  
Astrid K. Wahl ◽  
Åsmund Hermansen ◽  
Richard H. Osborne ◽  
Marie Hamilton Larsen

Objective: This study aimed to undertake a rigorous psychometric evaluation of the nine-scale Norwegian version of the Health Literacy Questionnaire (HLQ) based on data from a sample of people with psoriasis. Methods: Cross-sectional survey data were collected from 825 adults with psoriasis who previously participated in the Norwegian Climate Heliotherapy programme. To investigate the factorial validity of the Norwegian HLQ, confirmatory factor analyses were carried out using Stata. Results: A highly restricted model fit with no cross-loadings or correlated residuals was acceptable for three of the nine scales (‘Feeling understood and supported by health-care providers’, ‘Appraisal of health information’ and ‘Ability to find good health information’). After minor model adjustments of the other scales, one-factor models were acceptable. All scales showed acceptable internal consistency, with Cronbach’s alpha ranging from 0.71 to 0.87. Except for three items, all items had high to acceptable factor loadings. Conclusions: This study of the Norwegian HLQ replicates the original factor structure of the Australian HLQ, indicating the questionnaire has cogent and independent scales with good reliability. Researchers, programme implementers and policymakers could use the Norwegian version of the HLQ with confidence to generate reliable information on health literacy for different purposes.


Author(s):  
Sergiy Shatenko ◽  
Samuel Harder ◽  
Jane Gair

Background: Health literacy is an increasingly important topic in healthcare given that low health literacy is widely prevalent and linked to poorer health outcomes and higher healthcare costs. We sought to determine if a Mini-Med School delivered by medical students could prove to be an effective intervention to improve health literacy in the elderly. Methods: This study took place in the context of the University of British Columbia Medical Doctorate Undergraduate Program’s Flexible and Enhanced Learning course. It aimed to evaluate the effectiveness of a Mini-Med School lecture series as an intervention to increase health literacy in 24 volunteer participants from the University of Victoria Retirees Association. This was a cross sectional study comparing health literacy pre- and post-intervention using the validated Health Literacy Questionnaire. Results: There was a statistically significant improvement in 7 of 9 scales of health literacy when participants repeated the Health Literacy Questionnaire 6 weeks post-intervention as well as positive outcomes from both a student learning and community outreach perspective. Discussion: This study demonstrates that a Mini-Med School program is an effective way to increase health literacy; adds to the minimal research surrounding Mini-Med Schools; and should further encourage Canadian medical schools to use Mini-Medical Schools as method of engagement and advocacy with their communities.


Sign in / Sign up

Export Citation Format

Share Document