Schools, health literacy and public health: possibilities and challenges

Abstract Health literacy (HL) has become an important topic in many countries. As HL - meaning the ability to access, understand, appraise and apply health information (Sørensen et al. 2012) - is important to make sound health decisions, to promote health and to take an active part in managing health and illness in everyday life and navigating the health care system. In the modern digital knowledge society, HL is also indispensable for orienting oneself in the abundance of mostly digital health information, including incorrect and false information, for locating reliable information and for assessing the trustworthiness and quality of information. However, available studies show that HL is insufficient in many countries. Low HL has - as many studies show - negative social consequences ranging from unhealthy behaviour, higher risk for diseases, less self-care and deficits in coping with illness and chronicity, to over- and misuse (extensive use) of health care. The promotion of HL is therefore an important public health task. An increasing number of population studies and policy documents currently underline this. The WHO has therefore included HL into many of its strategies, like the declarations of Shanghai (2016) and Astana (2018), and has published several publications focusing on HL, like the Solid Facts (2013), the 57th Health Evidence Network Report (2018) or the Roadmap for Implementing Health Literacy Activities (2019). In many countries, strategies and national action plans to improve HL have been developed in response to the political call for action, e.g. in Scotland, Germany and recently also in Portugal. Other countries and regions are currently working on the development of a HL action plan, e.g. Belgium and the WHO European Region action plan on HL. The development and especially the implementation strategies of action plans in different countries and the experiences gained will be discussed comparatively in the workshop. Following an introduction (10'), two countries, which already have action plans will introduce their implementation strategy in one presentation each: Germany and Portugal (30'). This will be followed by two presentations of countries/regions in which action plans are currently being developed: Belgium and WHO Europe (30'). Afterwards the participants will have the opportunity to ask questions and discuss on the different strategies (20'). The workshop will help other initiatives to successfully develop and implement policy plans and strategies in different fields of public health. Key messages Strategies and national action plans to improve HL have been developed in different countries/regions. It is important to reflect on the chosen development and implementation strategies and to discuss their effects, successes and barriers.

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Role of public health literacy during COVID-19 pandemic, its implications and future recommendations- An analysis from India

Journal of Public Health and Primary Care ◽

10.4103/jphpc.jphpc_8_20 ◽

2020 ◽

Vol 1 (1) ◽

pp. 13

Author(s):

Sudip Bhattacharya ◽

Neha Sharma

Keyword(s):

Public Health ◽

Health Literacy ◽

Public Health Literacy

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Health Literacy and Public Health: what now?

Qeios ◽

10.32388/205427 ◽

2019 ◽

Author(s):

Marco Del Riccio ◽

Guglielmo Bonaccorsi ◽

Francesca Gigola

Keyword(s):

Public Health ◽

Health Literacy

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Investigation of the Health Literacy Level of Women in Reproductive Age as a Public Health Problem in Zahedan

International journal of basic science in medicine ◽

10.15171/ijbsm.2017.19 ◽

2017 ◽

Vol 2 (2) ◽

pp. 101-105

Author(s):

Marzieh Rakhshkhorshid ◽

Ameneh Safarzadeh Sarasiyabi

Keyword(s):

Public Health ◽

Health Literacy ◽

Health Problem ◽

Public Health Problem ◽

Reproductive Age ◽

Health Literacy Level ◽

Literacy Level

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Investigating the Relationships Between Public Health Literacy and Public Trust in Physicians in China's Control of COVID-19: A Cross-Sectional Study

Frontiers in Public Health ◽

10.3389/fpubh.2021.758529 ◽

2021 ◽

Vol 9 ◽

Author(s):

Dongjin Chen ◽

Qian Zhou ◽

Cornelius B. Pratt ◽

Zhenhua Su ◽

Zheng Gu

Keyword(s):

Public Health ◽

Health Literacy ◽

Care Delivery ◽

Public Trust ◽

Cross Sectional Study ◽

Cross Sectional ◽

Association Coefficient ◽

Solid Foundation ◽

Trust In Physicians ◽

Public Health Literacy

Objective: Public trust in physicians and public health literacy (HL) are important factors that ensure the effectiveness of health-care delivery, particularly that provided during the SARS-CoV-2 pandemic. This study investigates HL as a predictor of public trust in physicians in China's ongoing efforts to control COVID-19.Methods: Data were gathered in February 2020 during the peak of the disease in China. Based on Nutbeam's conceptualization of HL, we measure HL vis-à-vis COVID-19 by using a six-item scale that includes two items each for functional, interactive, and critical HL. Trust in physicians was measured by assessing physicians' capability to diagnose COVID-19. A rank-sum test and ordinal logit regression modeling were used to analyze the data.Results: Two key findings: (a) trust in physician handling of treatment for COVID-19 is reported by about 74% of respondents; and (b) five of the six HL measures are positive predictors of public trust in physician treatment of the disease, with functional HL1 having the highest level of such association (coefficient 0.285, odds ratio 1.33%, p < 0.01).Conclusions: Improving public HL is important for better public-physician relationships, as well as for nations' efforts to contain the pandemic, serving as a possible behavioral, non-clinical antidote to COVID-19. Being confronted with the unprecedented virus, humans need trust. Health education and risk communication can improve public compliance with physicians' requirements and build a solid foundation for collective responses.

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A health literacy analysis of the consumer-oriented COVID-19 information produced by ten state health departments

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2021.1165 ◽

2021 ◽

Vol 109 (3) ◽

Author(s):

Nandita S. Mani ◽

Terri Ottosen ◽

Megan Fratta ◽

Fei Yu

Keyword(s):

Public Health ◽

Health Literacy ◽

Health Information ◽

Grade Level ◽

Assessment Tool ◽

Health Departments ◽

Eligibility Criteria ◽

Public Health Departments ◽

Material Type ◽

Information Materials

Objective: The COVID-19 pandemic highlights the public’s need for quality health information that is understandable. This study aimed to identify (1) the extent to which COVID-19 messaging by state public health departments is understandable, actionable, and clear; (2) whether materials produced by public health departments are easily readable; (3) relationships between material type and understandability, actionability, clarity, and reading grade level; and (4) potential strategies to improve public health messaging around COVID-19. Methods: Based on US Centers for Disease Control and Prevention statistics from June 30, 2020, we identified the ten states with the most COVID-19 cases and selected forty-two materials (i.e., webpages, infographics, and videos) related to COVID-19 prevention according to predefined eligibility criteria. We applied three validated health literacy tools (i.e., Patient Education Materials Assessment Tool, CDC Clear Communication Index, and Flesch-Kincaid Grade Level) to assess material understandability, actionability, clarity, and readability. We also analyzed correlations between scores on the three health literacy tools and material types.Results: Overall, COVID-19 materials had high understandability and actionability but could be improved in terms of clarity and readability. Material type was significantly correlated with understandability, actionability, and clarity. Infographics and videos received higher scores on all tools.Conclusions: Based on our findings, we recommend public health entities apply a combination of these tools when developing health information materials to improve their understandability, actionability, and clarity. We also recommend using infographics and videos when possible, taking a human-centered approach to information design, and providing multiple modes and platforms for information delivery.

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Kids SIPsmartER: A Feasibility Study to Reduce Sugar-Sweetened Beverage Consumption Among Middle School Youth in Central Appalachia

American Journal of Health Promotion ◽

10.1177/0890117117715052 ◽

2017 ◽

Vol 32 (6) ◽

pp. 1386-1401 ◽

Cited By ~ 8

Author(s):

Hannah Lane ◽

Kathleen J. Porter ◽

Erin Hecht ◽

Priscilla Harris ◽

Vivica Kraak ◽

...

Keyword(s):

Public Health ◽

Middle School ◽

Health Literacy ◽

Media Literacy ◽

Repeated Measures ◽

Large Scale ◽

School Setting ◽

Random Order ◽

Process Data ◽

Public Health Literacy

Purpose: To test the feasibility of Kids SIP smartER, a school-based intervention to reduce consumption of sugar-sweetened beverages (SSBs). Design: Matched-contact randomized crossover study with mixed-methods analysis. Setting: One middle school in rural, Appalachian Virginia. Participants: Seventy-four sixth and seventh graders (5 classrooms) received Kids SIP smartER in random order over 2 intervention periods. Feasibility outcomes were assessed among 2 teachers. Intervention: Kids SIP smartER consisted of 6 lessons grounded in the Theory of Planned Behavior, media literacy, and public health literacy and aimed to improve individual SSB behaviors and understanding of media literacy and prevalent regional disparities. The matched-contact intervention promoted physical activity. Measures: Beverage Intake Questionnaire-15 (SSB consumption), validated theory questionnaires, feasibility questionnaires (student and teacher), student focus groups, teacher interviews, and process data (eg, attendance). Analysis: Repeated measures analysis of variances across 3 time points, descriptive statistics, and deductive analysis of qualitative data. Results: During the first intervention period, students receiving Kids SIP smartER (n = 43) significantly reduced SSBs by 11 ounces/day ( P = .01) and improved media ( P < .001) and public health literacy ( P < .01) understanding; however, only media literacy showed between-group differences ( P < .01). Students and teachers found Kids SIP smartER acceptable, in-demand, practical, and implementable within existing resources. Conclusion: Kids SIP smartER is feasible in an underresourced, rural school setting. Results will inform further development and large-scale testing of Kids SIP smartER to reduce SSBs among rural adolescents.

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