Improving health literacy through adult basic education in Australia

Datos Bibliográficos

ID22945862
AutoresSuzanne Morony (0000-0002-4534-0899, The University of Sydney, autor de correspondencia), Emma Lamph (The University of Sydney), Danielle M Muscat (0000-0001-6106-6298, The University of Sydney), Danielle Muscat (The University of Sydney), Don Nutbeam (0000-0001-6497-2827, The University of Sydney), Haryana Dhillon (0000-0003-4039-5169, The University of Sydney), Haryana M Dhillon (The University of Sydney), Heather L Shepherd (0000-0002-3350-1325, The University of Sydney), Heather Shepherd (The University of Sydney), Sian K Smith (0000-0002-9541-2221, UNSW Sydney), Sian Smith (UNSW Sydney), Aisha Khan (0000-0001-5344-1748, New York University), Julie Osborne (0009-0000-1569-6686, Health and Social Policy Branch, NSW Ministry of Health, NSW, Australia), Julie A Nettifee (0000-0001-9632-906X, New South Wales Department of Health), Wedyan Meshreky (NPS Medicinewise, NSW, Australia), Karen Luxford (Executive Director, Clinical Excellence Commission, NSW, Australia), Andrew Hayen (0000-0003-4046-8030, University of Technology Sydney), Kirsten J Mccaffery (0000-0003-2696-5006, The University of Sydney)
Año2018
Volumen33
Número5
Páginas867-877
Fecha de publicación2018-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth Promotion International (JOURNAL)
Identificadores de la revistaISSN: 0957-4824 • E-ISSN: 1460-2245
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/dax028
PMID28541513
OpenAlexW2619401628
IdiomaEN
Citas recibidas4
Referencias citadas20

Adults with low literacy are less empowered to take care of their health, have poorer health outcomes and higher healthcare costs. We facilitated partnerships between adult literacy teachers and community health providers to deliver a health literacy training program in adult basic education classrooms. Following course completion we interviewed 19 adult education teachers (15 delivering the health literacy program; 4 delivering standard literacy classes) and four community health providers (CHPs) about their experiences, and analysed transcripts using Framework analysis. Written feedback from eight teachers on specific course content was added to the Framework. Health literacy teachers reported a noticeable improvement in their student's health behaviours, confidence, vocabulary to communicate about health, understanding of the health system and language, literacy and numeracy skills. CHP participation was perceived by teachers and CHPs as very successful, with teachers and CHPs reporting they complemented each other's skills. The logistics of coordinating CHPs within the constraints of the adult education setting was a significant obstacle to CHP participation. This study adds to existing evidence that health is an engaging topic for adult learners, and health literacy can be successfully implemented in an adult basic learning curriculum to empower learners to better manage their health. Health workers can deliver targeted health messages in this environment, and introduce local health services. Investment in adult literacy programs teaching health content has potential both to meet the goals of adult language and literacy programs and deliver health benefit in vulnerable populations.

Curriculum · Health care · Health education · Health literacy · Literacy · Medical education · Numeracy · Pedagogy · Political science · Public health · Health Literacy and Information Accessibility · Medicine · Mobile Health and mHealth Applications · Nursing · Primary Care and Health Outcomes · Psychology