TEACHER HEALTH LITERACY: WHY DOES IT MATTER?

It is obvious, that education is one of the main social factors having influence on health. Health education is most effective at school, because it reaches a man at his most receptive period of life - childhood and adolescence. A demand to live a healthy life is formed not only by family, but also by school. Teachers’ role in health education process is very significant, therefore, their health literacy and health competence are the main components realising health education at school. During the studies at university pre-service teachers in one way or another develop health competence, however hopefully not enough attention is paid to this, and study process poorly contributes to health literacy improvement, health competence formation.

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South Dakota Health Education Standards: A Resource Guide for Achieving Health Literacy

PsycEXTRA Dataset ◽

10.1037/e329092004-001 ◽

2000 ◽

Cited By ~ 1

Author(s):

Keyword(s):

Health Literacy ◽

Health Education ◽

South Dakota ◽

Education Standards ◽

Resource Guide

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Health Literacy and Health Education in Schools: Collaboration for Action

NAM Perspectives ◽

10.31478/202007b ◽

2020 ◽

Author(s):

M. Elaine Auld ◽

Marin P. Allen ◽

Cicily Hampton ◽

J. Henry Montes ◽

Cherylee Sherry ◽

...

Keyword(s):

Health Literacy ◽

Health Education

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Community-based intervention to prevent the incidence of Non-Communicable Diseases in the migrant population: Pilot study in Valencia (Spain)

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1445 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

A Gil-Salmerón

Keyword(s):

Health Care ◽

Health Literacy ◽

Health Education ◽

Host Country ◽

Health Care Access ◽

Communicable Diseases ◽

Community Services ◽

Migrant Population ◽

Non Communicable Diseases ◽

Life Years

Abstract Non-Communicable Diseases (NCDs) are prevalent in the migrant population with increased years of residency in the host country. In this regard, health education and lifestyle interventions have proven to be cost-effective modifying risk factors. The Spanish pilot of the Mig-HealthCare project directly aims to reduce the prevalence of NCDs reducing the well-known “healthy migrant effect” by increasing the levels of health literacy and also turning the lifestyles of the participants into healthier habits in the host country. The Mig-HealthCare pilot in Spain is a one-month group-based Health Education and Lifestyle Intervention to prevent the incidence of non-communicable diseases in Migrant and refugee populations addressing their Acculturation Process (HELP-MAP). Consequently, the pilot intervention addressing 4 topics: health literacy, physical activity, dietary patterns and strategies for coping with stress. The implementation of the pilot will be carried out in two different community services (i) one NGO providing care and accommodation for asylum seekers and (ii) three social care units within primary health care centres. Furthermore, following the Mig-Healthcare study protocol evaluation will focus on acculturation strategies, level of health literacy, physical exercise, change in diet, use of health care access and Quality-Adjusted life-years (QALY)

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Defining Taiwanese children’s health literacy abilities from a health promotion perspective

Global Health Promotion ◽

10.1177/1757975915626114 ◽

2016 ◽

Vol 24 (4) ◽

pp. 69-80 ◽

Cited By ~ 3

Author(s):

Li-Ling Liao ◽

Chieh-Hsing Liu ◽

Chi-Chia Cheng ◽

Tzu-Chau Chang

Keyword(s):

Health Promotion ◽

Health Literacy ◽

Health Education ◽

Life Experiences ◽

Real Life ◽

Operational Definition ◽

Children's Health ◽

Functional Health ◽

Children’S Health ◽

Measurement Tool

Background: Health literacy is related to health inequality, health behaviors, and health status. Globally, health literacy has primarily focused on adults and has been based on the medical model. It is necessary to understand children’s life experiences as they relate to health; thus, this study attempted to evaluate and describe the health literacy abilities of sixth-graders in Taiwan. Methods: Interviews were conducted with 10 teachers and 11 caregivers, and focus groups were conducted with 32 children. Health literacy abilities corresponding to real-life situations were identified from life skills and the Taiwanese Curriculum Guidelines for health education. Three expert meetings were held to redefine children’s health literacy using a health promotion perspective and confirmed indicators. Results: An operational definition of three aspects of children’s health literacy and 25 abilities was proposed: 11 functional health literacy abilities (e.g. understands the connection between personal health care behaviors and health); seven interactive health literacy abilities (e.g. obtains and understands information from various channels); and seven critical health literacy abilities (e.g. analyzes the relationship between personal needs and diet choices for a balanced diet). These indicators cover 10 health education categories. Conclusions: These findings highlight the importance of understanding Taiwanese children’s health literacy, and the urgency of developing an appropriate measurement tool. The definition and indicators in this study were identified using a child-centered approach focusing on children’s real-life experiences. The result serves as a solid basis for the development of the Taiwan Children’s Health Literacy Scale, and provides information for the decision-making sector on health education.

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