literacy education
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2022 ◽  
Vol 4 ◽  
pp. 97
Author(s):  
Lauren Connell ◽  
Yvonne Finn ◽  
Rosie Dunne ◽  
Jane Sixsmith

Introduction: Health literacy education, for health professionals, has been identified as having the potential to improve patient outcomes and has been recognized as such in policy developments. Health literacy, as a relational concept, encompasses individuals’ skills and how health information is processed in relation to the demands and complexities of the surrounding environment. Focus has been predominantly on the dimension of functional health literacy (reading, writing and numeracy), although increasing emphasis has been placed on interactive and critical domains. Such dimensions often guide the development of health professional education programmes, where the aim is to enhance the patient-practitioner relationship, and ultimately reduce the health literacy burden experienced by patients navigating health services. Currently little is known about qualified health professionals’ education in health literacy and communication skills, and development, implementation or evaluation of such interventions. Aim: To identify and map current educational interventions to improve health literacy competencies and communication skills of qualified health professionals. Methods: A scoping review will be conducted drawing on methods and guidance from the Joanna Briggs Institute, and will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. This study will retrieve literature on health professional education for health literacy and communication skills through a comprehensive search strategy in the following databases: CINAHL; Medline (Ovid); the Cochrane Library; EMBASE; ERIC; UpToDate; PsycINFO. Grey literature will be searched within the references of identified articles; Lenus; ProQuest E-Thesis Portal; RIAN and OpenGrey. A data charting form will be developed with categories including: article details, demographics, intervention details, implementation and evaluation methods. Conclusion: Little is known about the extent and nature of the current evidence base therefore a scoping review will be conducted, in order to identify programme characteristics in relation to health literacy competencies and communication skills.


2022 ◽  
pp. 235-251
Author(s):  
Jill T. Tussey ◽  
Leslie Haas

This chapter is based on supporting students impacted by poverty through literacy education. Specifically, it looks at literacy methods, resources, and strategies that offer students engaging opportunities to learn in safe and supported environments. Student-centered instructional examples provide both voice and choice through quality pedagogical practices. As the wealth gap continues to widen, it is more important than ever to be diligent in ensuring equitable access to educational resources available to all students regardless of income status. Within this chapter, the authors have offered ways in which educators can access some of these resources.


2022 ◽  
pp. 285-300
Author(s):  
Rebecca S. Putman ◽  
Kathryn V. Dixon

Our nation is experiencing a “student achievement crisis” in literacy. Some of the blame for the current crisis in literacy education has been laid at the feet of teacher education programs and their professors. Many pundits of teacher education and literacy education suggest that the solution to increasing reading achievement is simple: Emphasize and teach science of reading (SOR) principles in teacher education programs. In theory, this approach is reasonable; however, the purpose of this chapter is to examine some of the challenges in making the complex content of the SOR accessible to preservice teachers. The authors will also offer possible solutions to help make the SOR more comprehensible so that preservice teachers can increase their transfer of technical and pedagogical knowledge to authentic classroom contexts.


2021 ◽  
Vol 13 (3) ◽  
pp. 2519-2528
Author(s):  
Sufyati HS

Indonesia is one of the countries with the largest Muslim population in the world. In this era of disruption, millennials are the generation that plays an essential role in contributing to government programs. One of the programs launched is the development of national Islamic finance. Financial literacy is a basic need for everyone, including the millennial generation, to avoid financial problems. The financial sector has been effective in encouraging economic development, both in terms of the ability and accuracy of spending, business financing, and the accuracy of savings and investment choices. This study aims to determine the impact of Strengthening Islamic Financial Literacy Education on the Millennial Generation. This study uses a quantitative approach with the Wilcoxon test technique. The population in this study were students majoring in management at UPN Veteran University, with a sample of 88 respondents using the purposive sampling technique. The results showed differences in students representing the millennial generation after the Islamic financial literacy education training was carried out; this was indicated by a sign of 0.037 or less than 0.05. In the implementation of literacy, there has also been a change between before and after the provision of Islamic financial literacy training to students. This study also revealed that universities play an essential role in providing education to students in understanding Islamic financial literacy.


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