Health literacy research and practice最新文献

{"title":"Empowering Informed Choice: Advancing Health Insurance Literacy in a Complex and Costly System.","authors":"Echu Liu","doi":"10.3928/24748307-20250612-02","DOIUrl":"10.3928/24748307-20250612-02","url":null,"abstract":"","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 4","pages":"e117-e121"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12697310/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145483285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of a Longitudinal Medical School Health Literacy Curriculum.","authors":"Mark B Troyer, Elizabeth A Abrams, Jeff Barbee, Michael J Alexander, Joanne B Vakil, Mary Ann Abrams","doi":"10.3928/24748307-20250710-01","DOIUrl":"10.3928/24748307-20250710-01","url":null,"abstract":"<p><strong>Background: </strong>Despite recommendations that medical schools incorporate health literacy (HL) into curricula and identification of consensus areas of HL competence, high-quality data are needed for curricular characteristics and structured evaluation that foster sustained HL competency adoption.</p><p><strong>Objective: </strong>This study aimed to develop and evaluate a comprehensive longitudinal medical school HL curriculum using qualitative and quantitative assessments. We sought to ground this in existing theory and provide evidence for generalizable use and further theory refinement.</p><p><strong>Methods: </strong>Across three medical student cohorts, HL was integrated into a 14-month pre-clinical professional development course. The longitudinal curriculum was informed by consensus-derived HL competencies and Bloom's Taxonomy. Student self-assessment and reflection data were linked across three timepoints and analyzed using mixed methods: an inductive approach identified key qualitative themes; exploratory factor analysis (EFA) identified prevalent factors within self-assessments; and analysis of variance identified differences across timepoints.</p><p><strong>Key results: </strong>Three qualitative themes emerged from student reflections: emotions associated with a backward reading exercise; shifts in awareness of HL as a patient challenge; and plans to continue using HL practices. Among 336 students with quantitative data across all timepoints, EFA identified three factors: foundations, shame-free environment, conveying information. Over the curriculum, students demonstrated significant (<i>p</i> < .05) improvements in each factor.</p><p><strong>Conclusions: </strong>Our longitudinal HL curriculum, grounded in existing competencies and conceptual framework, elicited positive changes related to medical student HL competencies. Qualitative data demonstrating motivation and intention to continue applying HL practices were augmented by quantitative data showing increased adoption of self-reported behaviors over curricular timepoints. This study fulfills multiple features of a conceptual framework for HL curricula in health professions education, including sequenced, interactive sessions, multiple instruction modes, reflection, integration of knowledge and skill education, and varied assessment methods. Our findings can be used by investigators, institutions, and professional accreditation organizations to broadly enhance HL education.</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 4","pages":"e122-e133"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12680368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145709137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listen, Empower, Co-Create: Adapting Boot Camp Translation Methods to Create Culturally Responsive Health Messages and Materials.","authors":"Jamie H Thompson, Jennifer S Rivelli, Priyanka Gautom, Gloria D Coronado","doi":"10.3928/24748307-20250612-01","DOIUrl":"10.3928/24748307-20250612-01","url":null,"abstract":"<p><strong>Background: </strong>Community engagement is key to developing culturally responsive public health interventions that resonate with diverse populations and promote health equity.</p><p><strong>Brief description of activity: </strong>We applied an adapted version of Boot Camp Translation (BCT), a community-based participatory approach, to develop culturally and locally relevant messaging and materials for diverse populations. This adapted BCT approach focuses on three core themes: (1) Listen, (2) Empower, and (3) Co-Create, or LEC. The LEC method helps community leaders and champions learn from community members about barriers and gaps in health care (listen), share health information in a collaborative way (empower), and develop messages and materials that resonate with and motivate community members to take control of their own health (co-create).</p><p><strong>Implementation: </strong>LEC follows a 3 to 4 month process: an in-person session with expert presentations and group discussions, followed by two virtual meetings to share and refine co-created messages and materials.</p><p><strong>Results: </strong>The LEC approach was successfully conducted in diverse communities, engaging participants in preferred venues like churches, clinics, and tribal centers over 3 to 4 months. Tailored messages resonated with cultural values, while common themes included family and faith. Preferred materials were fact sheets, pamphlets, posters, videos, and visual stories. Participant evaluations showed high satisfaction, comfort sharing opinions, and improved understanding of how to take care of one's health.</p><p><strong>Lessons learned: </strong>The LEC method fosters collective responsibility between community members and researchers to collaboratively address health needs. To support implementation, we offer best practices for LEC application, and customizable materials and guidance tailored to community preferences. This flexible, adaptable approach may enhance effectiveness, relevance, and sustainability of public health efforts across diverse settings.</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 3","pages":"e93-e104"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Community Health Literacy With a Social Network Perspective.","authors":"Tetine Sentell, Meliza Roman, Kara Saiki, Mary Ann Abrams, Alexandria Jones, Krizia Melendez, Jessica Chevrolet, Allison Riggle, Emily Szollosy, Opal Vanessa Buchthal","doi":"10.3928/24748307-20250224-01","DOIUrl":"10.3928/24748307-20250224-01","url":null,"abstract":"<p><p>Advancing Health Literacy Franklin County was initiated in June 2021 with a goal of building a sustainable health literate community in Franklin County, Ohio, USA. The project was a collaboration among public health departments, health care organizations, an academic institution, and community organizations and included capacity-building over a 2-year period. Project evaluation included social network analysis mapping of organizational relationships over two project time periods to document change in this area. This brief report describes the social network analysis mapping as a project outcome, a valuable approach to advancing organizational health literacy and health equity, and a practical tool for other health literacy projects as sustainable relationships and networks are important in health literacy research and practice. [<b><i>HLRP: Health Literacy Research and Practice</i>. 2025;9(3):e78-e82.</b>].</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 3","pages":"e78-e82"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12234151/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-Cultural Adaptation of Health Literacy Instrument for Hispanic and Latino/a/e Communities.","authors":"Jennifer Contreras, Chun Wang, Wendy Camelo Castillo, Juan Caicedo, Monica Guerrero Vázquez, Tania Robalino, Aida Hidalgo-Arroyo, Ester Villalonga-Olives","doi":"10.3928/24748307-20250224-02","DOIUrl":"10.3928/24748307-20250224-02","url":null,"abstract":"<p><p>Hispanic and Latino/a/e individuals are more likely to have lower levels of health literacy compared to other ethnic and racial groups. Additionally, 32% of this population also has limited English proficiency. There is a need to develop culturally valid instruments in Spanish to assess health literacy in this population. The Health Literacy Skills Instrument Short Form (HLSI-SF) was developed and validated in English by RTI International, but not in Spanish. Our aim was to culturally adapt the HLSI-SF to be used for Hispanic and Latino/a/e individuals living in the United States. We followed the Patient-Reported Outcome Consortium guidelines for cross-cultural adaptation of measures for content and linguistic validity. This included two forward-translations, reconciliation, two back-translations, revision and harmonization, cognitive interviews (total of six), revision, external expert review, and final version. We involved an expert panel of health professionals and community representatives throughout the process. The panel (<i>n</i> = 4) all self-identified as Hispanic or Latino/a/e and were fluent in English and Spanish. To evaluate the adapted HLSI-SF measure, we conducted cognitive interviews through six online focus groups involving 22 Hispanic and Latino/a/e community members, followed by a psychometric assessment using a sample of 726 Hispanic and Latino/a/e individuals with Spanish as their primary language. Focus group-based cognitive interviews revealed that while most items on the adapted HLSI-SF measure performed well, some participants had difficulties with a few items, which may suggest limited health knowledge. Psychometric analyses revealed that all but the Nutrition Label and Calories items performed well. Further validation of the HLSI-SF is needed to produce a valid and reliable instrument to measure health literacy in Hispanic and Latino/a/e populations in the U.S. [<b><i>HLRP: Health Literacy Research and Practice</i>. 2025;9(3):e83-e92.</b>].</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 3","pages":"e83-e92"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12435391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Application-Based Information Provision on Parents' Health Literacy: An Open-Label, Nonrandomized, Parallel-Controlled Trial.","authors":"Masahiko Sakamoto, Asuka Suzuki, Hirono Ishikawa","doi":"10.3928/24748307-20241205-01","DOIUrl":"10.3928/24748307-20241205-01","url":null,"abstract":"<p><strong>Background: </strong>In recent years, parents have had more opportunities to use applications (apps) to access health care information.</p><p><strong>Objective: </strong>In this study, we aimed to evaluate whether the use of an app that provides health care information on children improves parents' health literacy.</p><p><strong>Methods: </strong>This open-label, nonrandomized, parallel-controlled trial was conducted at two health centers in Japan. We recruited parents of 1.5-year-old children and introduced the Oshiete! Doctor app to the intervention group. The primary outcome was a change in the parents' health literacy scores (HLSs).</p><p><strong>Key results: </strong>A total of 200 parents were included in this study. The mean HLSs slightly improved in both groups, with greater improvement observed in the intervention group than in the control group. However, the difference was not statistically significant. In the intervention group, participants with higher app ratings showed greater improvement in their HLSs after the intervention.</p><p><strong>Conclusions: </strong>The introduction of an app that provides health care information on children did not show a statistically significant improvement in parents' health literacy. In the intervention group, participants with higher app ratings showed greater improvement in their HLSs after the intervention. Future research on apps and parental health literacy should also consider the frequency of app use. Larger, longer-term studies are needed. [<b><i>HLRP: Health Literacy Research and Practice</i>. 2025;9(2):e64-e71.</b>].</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 2","pages":"e64-e71"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12060735/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Cardiac Rehabilitation Barriers Across Health Literacy Levels.","authors":"Ana Paula Delgado Bomtempo, Gabriela Lima de Melo Ghisi","doi":"10.3928/24748307-20241127-02","DOIUrl":"10.3928/24748307-20241127-02","url":null,"abstract":"<p><p>This study aimed to explore the barriers to cardiac rehabilitation (CR) participation across individuals with different levels of health literacy. A cross-sectional study was conducted among individuals referred to a CR program. Participants completed online surveys assessing CR barriers using the Cardiac Rehabilitation Barriers Scale and health literacy using the Brief Health Literacy Screening Tool. Descriptive statistics and comparisons were performed. Among 881 individuals invited, 400 responded, with varying levels of health literacy: 22(6%) limited, 305(76%) marginal, and 72(18%) adequate. The greatest barriers included family responsibilities, lack of energy, and a preference for managing health alone. However, distinct patterns emerged based on health literacy levels, with individuals citing different barriers. Although no significant differences were observed in CR barriers based on health literacy, understanding individual-specific challenges is crucial for intervention development. Addressing common barriers such as family responsibilities and logistical challenges could enhance CR engagement and adherence. [<b><i>HLRP: Health Literacy Research and Practice</i>. 2025;9(2):e72-e77.</b>].</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 2","pages":"e72-e77"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12143842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovating a Teach-Back Model for Community Health Workers Led Health Literacy Practice to Improve COVID-19 Health Equity.","authors":"Kathryn Anderson, Eddie Rojas-Alvarado, Leyna Aragon, Joshua Bradshaw, Emily Fontana, Fred Hernandez, Colleen McCuskey, Hanna Nguyen, Terry Schlader, Jenny Vazquez, Janet Page-Reeves","doi":"10.3928/24748307-20241127-01","DOIUrl":"10.3928/24748307-20241127-01","url":null,"abstract":"<p><strong>Background: </strong>From 2021 to 2023, the City of Albuquerque, the University of New Mexico (UNM) Office for Community Health, the UNM Hospital Health Literacy Office (UNMH HLO), and partners in Albuquerque, New Mexico, implemented the Albuquerque COVID-19 Health Literacy Project (AHLP). The goal of the program was to develop a network of Community Health Workers (CHWs) and community agency partners able to use health literacy (HL) best practices to reduce coronavirus disease 2019 (COVID-19)-related health disparities in Albuquerque, New Mexico.</p><p><strong>Brief description of activity: </strong>AHLP created a training and support infrastructure to provide CHWs with the knowledge, skills and tools for using HL strategies and approaches for COVID-19 health promotion. The UNMH HLO guided integration of HL practices into the work. We collected and visualized data to identify geographies of need, map project outreach activities, and monitor population health indicators of the project's coordinated service efforts.</p><p><strong>Implementation: </strong>Trainings, a core feature of the AHLP, were primarily conducted via video conference and included a project launch training, weekly check-ins, monthly workshops, and a series of on-site open house events at the facilities of agency partners. We conducted 10 trainings at which Teach Back and plain language strategies were taught and practiced with CHWs for this project. CHWs conducted outreach through events, phone calls, individual in-person meetings, group meetings, spur-of the moment conversations, and shorter and less structured CHW conversations.</p><p><strong>Results: </strong>The AHLP reached 44,690 people-2.5 times our goal. Seventy two percent of clients indicated they were likely to get the COVID-19 vaccine. The COVID-19 booster gap closed for those living in high versus low Social Vulnerability Index geographies, reducing this disparity nearly 3-fold in 6 months. CHWs implemented this work using HL best practices that have primarily been developed for use in clinical settings and in the process, they innovated ways to adapt these practices to be appropriate for community contexts.</p><p><strong>Lessons learned: </strong>HL practices were seen as valuable by AHLP CHWs. They reframed plain language as a path to empowerment. But for Teach Back to be used by CHWs in nonclinical settings, there needed to be changes to the way that Teach Back is taught, conceptualized, and implemented. CHWs in the AHLP refocused these tools and brought them into the CHW work they are already doing. [<b><i>HLRP: Health Literacy Research and Practice</i>. 2025;9(2):e56-e63.</b>].</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 2","pages":"e56-e63"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12060734/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Puzzling Thank You #3.","authors":"Michael K Paasche-Orlow, Sam Barocas","doi":"10.3928/24748307-20241216-01","DOIUrl":"10.3928/24748307-20241216-01","url":null,"abstract":"","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 1","pages":"e1-e2"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11729757/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structural Determinants of Health Literacy Among Formerly Incarcerated Individuals: Insights From the Survey of Racism and Public Health.","authors":"Jemar R Bather, Melody S Goodman, Kimberly A Kaphingst","doi":"10.3928/24748307-20241219-01","DOIUrl":"10.3928/24748307-20241219-01","url":null,"abstract":"<p><strong>Background: </strong>Formerly incarcerated individuals (FIIs) encounter difficulties with covering the cost of dental and medical care, adhering to medication regimens, and receiving fair treatment from health care providers. Yet, no published research has examined modifiable pathways to increase FIIs' health literacy (HL), which is essential for addressing the health needs of this vulnerable population.</p><p><strong>Objective: </strong>The aim of this article is to examine neighborhood characteristics (neighborhood deprivation, racial and economic polarization, and residential segregation) and public assistance program enrollment as structural determinants of limited health literacy (LHL) among FIIs.</p><p><strong>Methods: </strong>Using a socioecological framework, we analyzed a subsample of 578 FIIs from the 2023 Survey of Racism and Public Health, an online cross-sectional survey spanning U.S. Department of Health & Human Services Regions 1, 2, and 3. HL was assessed using the Brief Health Literacy Screen. Logistic regression models estimated unadjusted and adjusted associations of LHL with neighborhood characteristics and public assistance program enrollment. Adjusted models controlled for age, race and ethnicity, gender identity, educational attainment, marital and employment status, number of children, chronic health conditions, and incarceration length.</p><p><strong>Key results: </strong>The 578 FIIs had an average age of 46, with 42% having LHL. We observed a statistically significant association between public assistance program enrollment and LHL (unadjusted odds ratio [OR] = 2.72, 95% confidence interval [CI]: 1.87, 4.01; adjusted <i>OR</i> = 2.50, 95% CI: 1.62, 3.88). We found no statistically significant associations of LHL with neighborhood deprivation, racial and economic polarization, and residential segregation.</p><p><strong>Conclusions: </strong>Our findings suggest that there may be an opportunity to develop tailored interventions for increasing HL among FIIs through public assistance programs. Dissemination of HL resources among this marginalized group can improve their self-management of chronic diseases. This is of paramount importance because FIIs must simultaneously navigate other challenges after incarceration (e.g., unstable housing). [<b><i>HLRP: Health Literacy Research and Practice</i>. 2025;9(1):e8-e18.</b>].</p>","PeriodicalId":36651,"journal":{"name":"Health literacy research and practice","volume":"9 1","pages":"e8-e18"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11729762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}