Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives
ABSTRACTPeople with limited health literacy comprise a high-risk group for adverse health outcomes. Nurses must be made aware of the importance of health literacy and communicate with patients in plain language, which will solve the obstacles for patients using health care services. Providing health...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2023.2173042 |
| _version_ | 1827632244829716480 |
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| author | Mei-Chuan Chang Jui-Hung Yu Jyh-Gang Hsieh Mi-Hsiu Wei Ying-Wei Wang |
| author_facet | Mei-Chuan Chang Jui-Hung Yu Jyh-Gang Hsieh Mi-Hsiu Wei Ying-Wei Wang |
| author_sort | Mei-Chuan Chang |
| collection | DOAJ |
| description | ABSTRACTPeople with limited health literacy comprise a high-risk group for adverse health outcomes. Nurses must be made aware of the importance of health literacy and communicate with patients in plain language, which will solve the obstacles for patients using health care services. Providing health literacy education for nurses is an important strategy for health literacy practices. This study aimed to develop a refined health literacy course for nursing students and evaluate its effectiveness. The study used a single-group pre- and post-test quasi-experimental design and conducted focus group interviews. The intervention was an eight-hour course and applied team-based learning combined with various teaching methods. The study enrolled second-year nursing students of a university in eastern Taiwan via convenient sampling. A self-reported structured questionnaire was used to compare the participants’ familiarity with health literacy, attitude, confidence in oral communication, and ability in written communication before and after the course. To discuss the learning experience of the course, the study held two focus groups with 12 participants. A total of 81 participants completed the pre- and post-test questionnaires. The results showed that familiarity with health literacy (t=9.12, t<.001), attitude (t=4.89, t<.001), confidence in oral communication (t=4.12, t<.001), and ability in written communication (t=8.83, t<.001) showed improvement after the course. Data analysis of focus group interviews yielded two categories and seven themes for the learning experience, most of which showed participants’ positive learning experiences in the health literacy course. The course effectively enhanced the nursing students’ knowledge and attitude toward health literacy and the ability to communicate with patients using health literacy principles. The results can provide a reference for integrating health literacy education into the undergraduate nursing curriculum. |
| first_indexed | 2024-03-09T14:33:22Z |
| format | Article |
| id | doaj.art-14aaa4547f944a9ca585562563429042 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-03-09T14:33:22Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-14aaa4547f944a9ca5855625634290422023-11-27T16:01:59ZengTaylor & Francis GroupMedical Education Online1087-29812023-12-0128110.1080/10872981.2023.2173042Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectivesMei-Chuan Chang0Jui-Hung Yu1Jyh-Gang Hsieh2Mi-Hsiu Wei3Ying-Wei Wang4Department of Nursing, College of Medicine, Tzu Chi University, Hualien City, TaiwanDepartment of Public Health, Tzu Chi University, Hualien City, TaiwanDepartment of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, TaiwanDepartment of Communication Studies, Tzu Chi University, Hualien City, TaiwanDepartment of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, TaiwanABSTRACTPeople with limited health literacy comprise a high-risk group for adverse health outcomes. Nurses must be made aware of the importance of health literacy and communicate with patients in plain language, which will solve the obstacles for patients using health care services. Providing health literacy education for nurses is an important strategy for health literacy practices. This study aimed to develop a refined health literacy course for nursing students and evaluate its effectiveness. The study used a single-group pre- and post-test quasi-experimental design and conducted focus group interviews. The intervention was an eight-hour course and applied team-based learning combined with various teaching methods. The study enrolled second-year nursing students of a university in eastern Taiwan via convenient sampling. A self-reported structured questionnaire was used to compare the participants’ familiarity with health literacy, attitude, confidence in oral communication, and ability in written communication before and after the course. To discuss the learning experience of the course, the study held two focus groups with 12 participants. A total of 81 participants completed the pre- and post-test questionnaires. The results showed that familiarity with health literacy (t=9.12, t<.001), attitude (t=4.89, t<.001), confidence in oral communication (t=4.12, t<.001), and ability in written communication (t=8.83, t<.001) showed improvement after the course. Data analysis of focus group interviews yielded two categories and seven themes for the learning experience, most of which showed participants’ positive learning experiences in the health literacy course. The course effectively enhanced the nursing students’ knowledge and attitude toward health literacy and the ability to communicate with patients using health literacy principles. The results can provide a reference for integrating health literacy education into the undergraduate nursing curriculum.https://www.tandfonline.com/doi/10.1080/10872981.2023.2173042Health literacycompetenciescourseundergraduate nursing studentsteam-based learningeffectiveness |
| spellingShingle | Mei-Chuan Chang Jui-Hung Yu Jyh-Gang Hsieh Mi-Hsiu Wei Ying-Wei Wang Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives Medical Education Online Health literacy competencies course undergraduate nursing students team-based learning effectiveness |
| title | Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives |
| title_full | Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives |
| title_fullStr | Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives |
| title_full_unstemmed | Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives |
| title_short | Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives |
| title_sort | effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students quantitative and qualitative perspectives |
| topic | Health literacy competencies course undergraduate nursing students team-based learning effectiveness |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2023.2173042 |
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