Science topic

Health Literacy - Science topic

Health Literacy is a degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.
Questions related to Health Literacy
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I'm doing a study on health literacy and medication adherence rates. Also want to find if there are other issues that cause medication non-compliance in participants of the study such as alcoholism. What would be the best analysis for this?
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One of the ways may be to nest a case-control like study, where you will analyse the odds of medication non-compliance with regards to participants previous characteristics and behaviours and compare between those that are compliant to those who are not.
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Dear all,
for my next research project, I am aiming to use the Health Promotion Life-Style Profile Scale to measure health literacy in patients. Since the project will be conducted in Germany, I will, however, need a German version of this scale. Since I do not want to go through the time- and money-consuming process of translating this instrument, I was wondering on whether a German version of this scale already existed? So far, my recherche in this regard have been unproductive, but if anyone knows of a translated version, I would appreciate the hint very much.
Thank you, kind regards,
Paul Weyh
P.S.: If you do not know the questionnaire, it can be obtained from here:
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Dear Paul,
although a little bit late, but here is a publication referencing a German translation of the HPLP-II scale:
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Hello, I'm a pary
My field of study is PhD in Library and Medical Information
I want to choose a topic for my dissertation that is related to health literacy. Can you help me? Or introduce me to the faculties that have this field in the Phd program.
Thanks alot
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Have you considered exploring the link between computer and information literacy of healthcare professionals on the one hand and the development of patient health literacy on the other? You can do one research on computer and information literacy of healthcare professionals and another research on health literacy of patients. You can format the questions so that certain cause-and-effect relationships can be identified in the analysis of the answers. Good luck !
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I am seeking a sexual and/or reproductive health literacy tool validated on (sexual and/or racial) minority populations.
Thank you in advance for any guidance you can offer!
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Have a look at LGBTQ Business community's and Facebook pages. Regarding literacy and assessment you will have to develop your own accordingly.
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Note: Apologies for any redundancies - joy of an anonymous survey and snowball sampling. As a researcher yourself, I am sure you understand the critical importance of both sample size and, in this case, global diversity. Thus, I would be indebted indeed if, in particular, you could help me out by a. responding to the questions if you have not already done so and as importantly b. sending the request below to your email and other networks. I've received fairly good diversity ... but I am hoping for more. This is only 10 questions and is only - as I promise - taking people between 3 - 4 minutes to respond. Interesting findings are indeed beginning to emerge. Thank you!!!
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Dear friend ....
I am hoping to take a quick snapshot of health literacy around the world - and I need your help to accomplish this task.
Below is a link to 10 very short and easy-to-answer questions - a very short survey - on SurveyMonkey. Responding shouldn't take more than a few minutes (3-4 on average) of your time but in the aggregate I believe will produce an actionable and meaningful understanding.
These questions are intended for people/organizations around the world that are actively working on health literacy issues in communities or clinics or hospitals or states and nations and/or actively conducting health literacy research and/or projects with people in any context.
I will be in your debt if you could help me by doing just two things that should not take up your time.
1. Respond to the questions - anonymously - yourself.
2. Share this email and the link with your entire network of health literacy professionals.
Here is the link:
If you have any questions or concerns about this effort, please contact me directly.
Best wishes as always,
Andrew Pleasant, Ph.D.
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Participated in your survey
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I will be conducting a study focusing on the topic of that focuses on measuring the Health literacy level among heart failure patient in my country (Iraq). Unfortunately, I didn't find a tool that can measure heart failure patients Health literacy. therefore, I'm seeking your help and support to identify a tool that measure health literacy for patients with heart failure. Your support & guidance are greatly appreciated.
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Hello Sara. Using the "Newest Vital Sign" tool, you can measure health literacy in patients with HF.
In the article below, you can see how the authors used this tool in 100 patients.
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Health Literacy Questionnaire (HLQ) was developed by and copyrighted to Deakin University. But I cannot find the complete tool that has all the HLQ scales and HLQ items.
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contact:
Richard Osborne
Address: Swinburne University of Technology, Centre for Global Health and Equity, Hawthorne, VIC, 3125, Australia
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Mental Health Literacy (MHL) has been developed in many countries ending as a item asked in national state ruled questionaries (A. Jorm or B. Pescosolido), but I have not been able to see anything like that in Europe, something in Portugal (Loureiro in Coimbra), but nothing else. 
Is it any reasarch right now in development in Europe about MHL in general or specifically in Spain? Does any one has any clue?
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Hello,
Mental health literacy is a very relevant topic and really not very extended in Spain.
From the University of Burgos (Spain) we have published the article "Análisis de los Programas educativos sobre alfabetización en salud mental. Revisión documental" that may be of interest to you.
In addition, in the bibliography you can find other relevant articles.
Best regards
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I am doing research on health literacy and I am looking for a patient related health literacy that is not related to functional literacy.
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What contingent do you plan to interview? You can also use your own copyright and create your own questionnaire, submit it for examination to an authoritative specialist or organization in this area, and after receiving a positive review, use it in your future work.
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I am looking for the mental health literacy survey that as 2 vignettes (Ram and Meena) by Michelle Kermode. Can anyone help please.
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Thanks for this help :)
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Does anyone knows studies regarding the effects of game-based approaches like serious games or gamification to improve or foster (digital) health literacy?
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Very interesting topic!
Maybe you want to consult this recent review by Davaris et al.:
Further, there has been some recent research on sexual health literacy:
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In my study I´d like to find out the health literacy among the population in my home town concerning chronic back pain. With the lessons learned I´d like to create treatment concepts for the different age groups.
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Kindly go through kuppuswamy index, if it works
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Dear all, for my next research project, I am aiming to use the Health Promotion Life-Style Profile Scale to measure health literacy in patients. Since the project will be conducted in Germany, I will, however, need a German version of this scale. Since I do not want to go through the time- and money-consuming process of translating this instrument, I was wondering on whether a German version of this scale already existed? So far, my recherche in this regard have been unproductive, but if anyone knows of a translated version, I would appreciate the hint very much. Thank you, kind regards, Paul Weyh P.S.: If you do not know the questionnaire, it can be obtained from here: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwimzq-akZPsAhX_DmMBHU2jBbYQFjAEegQIAxAC&url=http%3A%2F%2Fijwhr.net%2Fpdf%2Fpdf_IJWHR_191_supp.pdf&usg=AOvVaw1dG76dGspcWcs0URF8SOZ3
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Thank you for the hint, this is of huge help to us!
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Hi there, I am looking for questionnaires measuring mental health literacy in teachers and educators. does anyone know any studies in this area?
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Hello
I am interested in mental health literacy research with a CaLD community in Australia. I am seeking collaborator or guide/supervisor for this project.
I would love to hear from experienced academic interested in this topic.
Thank you in advance.
Regards
Bharat
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willing to collaborate. I am currently the director of a hospital providing psychiatry, deaddiction, rehabilitation and center of LD
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It seems evident that the SARS-CoV 2 pandemic is caused by the great transmission capacity of the virus (Ro = 3 (2.4-3.8) by droplets (Pflügger) by the survival capacity on the different inanimate surfaces and by the transmission of the asymptomatic.
Its incidence has reached such an extreme in each country that it is having great sanitary significance (collapse of the Health Systems and specifically of the ICUs) and, socially, due to the mortality associated with the disease of COVID 19. To the point that most of the Governments They are recommending quarantines and alarm states to achieve the confinement and isolation of individuals, families and the population. What will lead to great socioeconomic consequences with serious consequences and suffering for the most vulnerable such as the elderly and chronic
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I consider that one of the aspects that has failed in this Pandemic has been the lack of a preventive culture of the population because Health Education and Health Literacy is failing in the population because it is not included as a transcendent competence between the activities and skills that patients must be incorporated.
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I am currently doing a systematic review of health education programmes among music students in higher education (i.e. conservatoire students), but the way in which I define such a programme is essential to what papers I include.
Health education initiatives were eligible if they represented stand-alone interventions or were part of wider health promotion programmes. Health education programmes were defined according to WHO (1998) and had to be any planned activity or set of activities aimed at increasing health literacy and developing life skills conducing to health (e.g. decision making, problem solving, critical thinking, interpersonal skills, stress management, coping with emotions). The content of such programmes could comprise counseling, teaching, training or other educational processes such as guided group discussions or behavioural modification strategies (Zhu, Ho, & Wong, 2013). Such programmes could be part of or separate from the formal curriculum, yet taking place in a formal education music institution (college, high-school, conservatoire or university, not clinics) incorporating any relevant health-related content (focusing on psychological and/or physical issues), multi-component or formed of a single session, of any frequency and/or length and provided via any delivery method (i.e. face-to-face, via telephone or internet). Only studies focusing on universal preventative interventions were included (i.e. ‘a measure that is desirable for everybody in the eligible population’ [Mrazek & Haggerty, 1994]).
Now, according to this definition, health education (unlike health promotion) should be aimed primarily at outcomes such as increasing knowledge and/or awareness, changing attitudes, beliefs, perceived responsibility, self-efficacy, as well as training relevant skills/abilities such as critical thinking, decision-making or problem-solving. It should not necessarily or on its own be aimed, at changing actual health-related outcomes such as reducing risk of injury or lowering depression/anxiety - for such outcomes, we are talking about health promotion (which incorporates health education but goes beyond it, also encompassing changing the broader environment and ensuring relevant services are in place). However, many authors use health promotion when they only mean health education.
I have two questions:
1. Where should I draw the line given that using such a broad definition for health education programmes (aimed at developing health literacy and life skills) means I need to include both evaluations of formal health courses (that come in the traditional format of a series of lectures and seminars) and evaluations of interventions involving group discussions, more applied sessions and more focused training of specific skills, albeit with music students in a higher education institution? They both fit into the WHO definition!
2. Given that so many authors use health promotion and health education interchangeably and that only one evaluation of a health education programme looked at knowledge, attitudes and beliefs while all the others looked at health-related outcomes (although all were described as health courses), can I include all these outcomes as part of my systematic review? After all, I am looking at the effectiveness of health education programmes with regards to any outcomes! (health literacy and attitude change on one hand, and changes in actual health outcomes on the other hand)
Many thanks! I am really curious to read your views on the above!
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Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes. WHO
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We are in an environment where health-related news is shared unlimitedly in the media and social media. It is important to interpret health related information and news correctly. Health literacy is of great importance at this point.
Health literacy is of concern to everyone involved in health promotion and protection, disease prevention and early screening, health care and maintenance, and policy making. Health literacy skills are needed for dialogue and discussion, reading health information, interpreting charts, making decisions about participating in research studies, using medical tools for personal or familial health carecalculating timing or dosage of medicine, or voting on health or environmental issues.
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Dear Bulcsu Szekely, thanks for your detailed reply and suggestion about this important subject.
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As I am conducting research on health literacy of gynecological cancer I couldnt find such tool? I have the above mentioned question in my mind. Please help me.
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Tina - health literacy isn't 'specific' to a specific medical condition. It is generic to all things related to illness, disease, and disability. I doubt that you will find such a tool.
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The outbreak of nCoV could become a tragedy for humankind in many countries. People with better health literacy have a better ability to manage their health. Therefore, the governments and the healthcare system should work together with other sectors at different levels to develop effective strategies and programs to manage the infection.
Need more experts' ideas.
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Health literacy is essential not only for personal reasons but the whole society gets the benefits.
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I am looking to find out if support workers health literacy has a positive or negative effect on their charges when they are being supported at home, what the carers think their level of health literacy is and how this relates to interpersonal and integrated relationships within the wider medical support network for the learning disabled.
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Hello Zara,
I looked up about the health literacy of support workers / carers for people with learning disability but could not find much. You may already be aware of these.
This paper (p13) mentions the topic but does no go into detail:
Emerson, E., Baines, S., Allerton, L., & Welch, V. (2010). Health inequalities and people with learning disabilities in the UK: 2010. Durham: Improving Health & Lives: Learning Disabilities Observatory, 2010.
This is the 2012 edition:
I don't know if you would gain anything by looking up the references; some are regarding specific diagnoses.
The authors made this paper available on request from RG; maybe they could help, if you contacted them?:
P.8 of this link might be relevant but again, does not go into detail:
Turner, S., & Robinson, C. (2011). Health Inequalities and People with Learning Disabilities in the UK: 2010. Improving Health and Lives: Learning Disabilities Observatory.
I looked at this report regarding Wales:
but when I tried to access reference 52, the link did not work.
All these are quite old now.
Very best wishes,
Mary
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Hello everybody: I would like you ask.
Is there any valid and standard tool to measure kidney disease health literacy among patients? thank you for you :-)
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Maybe you can find some more information in this article.
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Translating new terms into another language can be a challenge for specialists. The more complex the concept, the more difficult the process can be. Using the English term as a neologism may sometimes be a convenient solution, but some languages are not very open to accommodating foreign words.
Currently I'm struggling with a couple of terms in the area of health education and health promotion (i.e., health literacy, empowerment).
I would like to invite you to share your experience with translating medical terms from English into other languages. Do you follow a certain path or go through particular steps to make sure the outcome is of best quality? I hope your insights will be helpful.
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I will recommend you to include translators who are native speakers of target language from both medical and non-medical fields. Ideally, during expert review meeting, all translators should be present to reach consensus of any uncertainties of translations. Next, please pre-test the terms with the potential users or readers. I hope this helps.
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Here is my situation: I have used the standardized Health Literacy Questionnaire (HLQ) (a tool comprising 9 scales) to look at musicians' health literacy for the first time. However, the HLQ has never been validated on musicians. After having collected 479 responses from musicians, I cleaned the data and ran a CFA (using AMOS). The model was unfit, so I ran an EFA (in SPSS) which suggested I may have about 4 factors (instead of 9) with one of them having a Cronbach's alpha of less than .7. I then ran a CFA again, but the CFA doesn't fit with the EFA at all - what shall I do to test construct validity?
For the EFA, I used Eigenvalue > 1 & parallel analysis; conducted an orthogonal rotation (varimax); and supressed small coefficients of below .4.
Many, MANY thanks!
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Thank you again to all of you who responded to this! I have now contacted one of the authors of the HLQ who is a research methodologist who specialises in the application of survey methods to public health. I also obtained his permission to share his answer with you, as I thought this may be of interest. So, here goes:
"I take from your query that you were using the default confirmatory factor analysis (CFA) approach in Amos to fit your model. This uses maximum likelihood (ML) estimation which is *not appropriate* for the HLQ items. The HLQ items have 4 and 5 point ordinal response options. CFA (and exploratory factor analysis; EFA) of ordinal data with 4 and 5 point response options should be done with weighted least squares estimation and polychoric correlations* (the appropriate method for CFA is labelled WLSMV in Mplus and DWLS (diagonally-weighted least squares) in LISREL. Either one of these specialist structural equation modeling programs should be used to analyze the kind of ordinal response data generated by the HLQ.
That said, we have recently been using Bayesian structural equation modeling (BSEM) in Mplus to analyze HLQ data. I understand that from Version 7 onwards Amos has a Bayesian CFA option and this may be appropriate for use with the HLQ. The second edition of Barbara Byrne's book "Structural Equation Modeling with AMOS: Basic Concepts, Applications and Programming" (2nd Ed., 2010) has, I believe, information on the use of Bayesian SEM in Amos. Our use of BSEM involves setting informative (small variance around zero) priors for residual correlations and cross-loadings to provide some so-called 'wriggle room' around zero for these estimates. I doubt this option would be available in AMOS, however using Bayesian analysis in AMOS should provide you with a much more appropriate approach to CFA than the Amos default ML approach.
Using SPSS for exploratory factor analysis with HLQ items is, similarly, not at all appropriate. While I would strongly recommend that you don't immediately fall back on EFA without a thorough exploration of the reasons for any poor model fit in a Bayesian CFA analysis of HLQ responses, if you do need to do an appropriate EFA there is (or was) a free-ware program available on Prof. Michael Browne's home page at the Ohio State University. The software is called 'Comprehensive Exploratory Factor Analysis' (CEFA) and is very user friendly. 
Finally, there are many appropriate factor analysis tools in R for analyzing ordinal HLQ-type data.
*Polychoric correlations are actually based on the assumption that there is a normally distributed latent variable underlying the ordinal response continuum. As I understand it polychoric correlations handle non-normally distributed ordinal data more accurately than do Pearson correlations. In our situation with non-normally distributed ordinal responses to self-report items factor analyses using polychorics and an appropriate estimator (e.g. diagonally-weighted least squares) is the best option we have available aside from a full Bayesian analysis with small-variance priors. I’m not certain whether polychoric correlations are necessary with Bayesian analysis. Mplus has the option of declaring the data CATEGORICAL for a Bayesian analysis; I’ve experiments a little with this, but have found the results very similar whether or not this option is used and have not used it routinely. I don’t know whether Amos provides a polychoric option for Bayesian analysis."
So, based on his response, we have conducted a one-model CFA with weighted least squares estimation and polychoric correlations and goodness of fit scores look much better now. We still need to run a CFA for each of the nine factors/dimensions separately, as suggested by the same research methodologist...
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Low Health Literacy is well known as a risk factor for morbidity and mortality. It costs every healthcare system.
The EU HLS consortium conducted the survey in 8 countries.
In Asia, we conducted survey in several countries, and more are conducting.
If you like to take HL as a risk for your analysis. We could contribute to this important aspect.
Tuyen V Duong, Vice president of AHLA
Sørensen, K., Pelikan, J. M., Röthlin, F., Ganahl, K., Slonska, Z., Doyle, G., Fullam, J., Kondilis, B., Agrafiotis, D., Uiters, E., Falcon, M., Mensing, M., Tchamov, K., Broucke, S. v. d., & Brand, H. (2015). Health literacy in Europe: comparative results of the European health literacy survey (HLS-EU). European Journal of Public Health, 25(6), 1053-1058. doi:http://dx.doi.org/10.1093/eurpub/ckv043
Duong, T. V., Aringazina, A., Baisunova, G., Nurjanah, Pham, T. V., Pham, K. M., Truong, T. Q., Nguyen, K. T., Oo, W. M., Mohamad, E., Su, T. T., Huang, H.-L., Sørensen, K., Pelikan, J. M., Van den Broucke, S., & Chang, P. W. (2017). Measuring health literacy in Asia: Validation of the HLS-EU-Q47 survey tool in six Asian countries. Journal of Epidemiology, 27(2), 80-86. doi:http://doi.org/10.1016/j.je.2016.09.005
Nakayama, K., Osaka, W., Togari, T., Ishikawa, H., Yonekura, Y., Sekido, A., & Matsumoto, M. (2015). Comprehensive health literacy in Japan is lower than in Europe: a validated Japanese-language assessment of health literacy. BMC Public Health, 15(1), 505. doi:http://dx.doi.org/10.1186/s12889-015-1835-x
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I'm not a expert in this field. but I agree that lack of knowledge about health is an important risk factor for individuals. I exemplify with my observations about conversations with some people living in Brazil with very low educational level. When they go to the doctor they do not know how to report the state of health in which they read and when taking the medications do not respect the dosage and doses.
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I want to use one questionnaire to measure health literacy in different countries. In order to reduce the measurement variance in international comparison, a metric invariance would be the aim.
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Hi Bhumika Desai,
Thank you very much for sharing.@
In Asian context, you could be referred to HLS-EU-Q47 or HLS-SF12. These tools have been validated in several Asian countries in general populations, patients in general, cancer patients, and stroke patients. A group of researchers in Manipal are conducting health literacy survey using these tools.
You are welcome to join our annual conference. visit our conference website at http://7ahla2019.org/
or Asian Health Literacy Association official website: https://www.ahla-asia.org/
You could contact Prof. Hou Wen-Hsuan in TMU via https://www.researchgate.net/profile/Wen-Hsuan_Hou
Best,
Duong
For your references
Duong, T. V., Aringazina, A., Baisunova, G., Nurjanah, Pham, T. V., Pham, K. M., Truong, T. Q., Nguyen, K. T., Oo, W. M., Mohamad, E., Su, T. T., Huang, H.-L., Sørensen, K., Pelikan, J. M., Van den Broucke, S., & Chang, P. W. (2017). Measuring health literacy in Asia: Validation of the HLS-EU-Q47 survey tool in six Asian countries. Journal of Epidemiology, 27(2), 80-86. doi: http://doi.org/10.1016/j.je.2016.09.005
Duong, T. V., Aringazina, A., Baisunova, G., Nurjanah, N., Pham, T. V., Pham, K. M., Truong, T. Q., Nguyen, K. T., Oo, W. M., Su, T. T., Abdul Majid, H., Sørensen, K., Lin, I.-F., Chang, Y., Yang, S. H., & Chang, P. W. S. (2019). Development and validation of a new short-form health literacy instrument (HLS-SF12) for the general public in six Asian countries. HLRP: Health Literacy Research and Practice, 3(2), e91-e102. doi: http://dx.doi.org/10.3928/24748307-20190225-01
Duong, T. V., Chang, P. W., Yang, S.-H., Chen, M.-C., Chao, W.-T., Chen, T., Chiao, P., & Huang, H.-L. (2017). A new comprehensive short-form health literacy survey tool for patients in general. Asian Nursing Research, 11(1), 30-35. doi: https://doi.org/10.1016/j.anr.2017.02.001
Huang, Y., Lin, G., Lu, W., Tam, K., Chen, C., Hou, W., & Hsieh, C. (2017). Validation of the European Health Literacy Survey Questionnaire in Women With Breast Cancer. Cancer nursing. doi: https://doi.org/10.1097/NCC.0000000000000475
Shen, H.-N., Lin, C.-C., Hoffmann, T., Tsai, C.-Y., Hou, W.-H., & Kuo, K. N. (2018). The relationship between health literacy and perceived shared decision making in patients with breast cancer. Patient Educ Couns. doi: https://doi.org/10.1016/j.pec.2018.09.017
Huang, Y.-J., Wang, Y.-L., Wu, T.-Y., Chen, C.-T., Kuo, K. N., Chen, S.-S., Hou, W.-H., & Hsieh, C.-L. (2015). Validation of the short-form Health Literacy Scale in patients with stroke. Patient Educ Couns, 98(6), 762-770. doi: http://dx.doi.org/10.1016/j.pec.2015.02.021
Huang, Y.-J., Chen, C.-T., Lin, G.-H., Wu, T.-Y., Chen, S.-S., Lin, L.-F., Hou, W.-H., & Hsieh, C.-L. (2017). Evaluating the European Health Literacy Survey Questionnaire in Patients with Stroke: A Latent Trait Analysis Using Rasch Modeling. The Patient - Patient-Centered Outcomes Research. doi: https://doi.org/10.1007/s40271-017-0267-3
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specially comprehensive and critical HL
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I wanted to attempt measuring the comprehensive health literacy of Indian cancer patients. The roadblock was a dearth of questionnaires that were relatable to the Indian context. A translation of the ones prepared in US, Europe and Australia simply do not do justice due to the vast differences in culture, delivery of healthcare, and economic and political conditions.
Instead, I went on to measure the information needs of cancer patients.
Here are some important references that would be helpful.
Also, I came across 4 Arabic health literacy tools. Here's the link:
Hope this helps. All the best!
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How can doctors improve the health literacy in developing countries like Angola?
Should be doctors?
Who can do this hard work?
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You are welcome Neida Neto Vicente Ramos
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ls there anyone interested in health literacy and vaccination?
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I am currently working in this subject for my Phd thesis.
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I am doing research on oral health literacy. I have to conduct interview with experts and Adult Population to Development, Psychometric Instrument . So I am looking for some effective question that can be asked.
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I think you can start off with opinion whether oral health is important? Why? Or not important?why?
Another questions on any effect of advertisment on you recommending oral healthcare products to patients?
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As a P.T., focused and interested on orthopedics (such as, back, knee, shoulder, etc., pain and dysfunctions), my main concern is: how cognition and the capacity to search and obtain information, and convert it to knowledge, can affect our patients pain and rehabilitation, specially in low income areas?
Thinking about focusing on (regarding future researches):
- Health literacy
- Metacognition
- Information/knowledge sharing
- Group therapy intervention/prevention
Are those topics of interest? If "yes", which groups and researchers should i dig deeper to get the foundations?
Any suggestions are more than welcome
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Your welcome. Good Luck
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Is anyone knowledgeable and experienced in using the Delphi Method willing to collaborate on applying it to setting guidelines regarding musicians health literacy? I'd be most grateful to hear from you! Please see below (we will start with a series of workshops for now):
What should musicians’ health education sound like? The floor is yours!
Workshops funded by Realab and the IMR
Wednesday, 19 September OR Monday, 24 September 2018 | 11.30 AM; Royal Northern College of Music (RNCM), Manchester, UK
Tuesday, 25 September OR Saturday, 29 September 2018 | 11.30 AM
Institute of Musical Research, Senate House, London, UK
The physical and psychological demands of the training and practice that musicians must achieve to perform to a high standard can produce deleterious effects on their health and wellbeing. However, music conservatoires still endorse practices that are informed by tradition more than evidence, while health literacy and critical thinking are still not embedded in music students’ core training. Finally, there are no guidelines or regulations regarding what conservatoires should provide in terms of health education.
We want to address that AND we need your help!
We invite psychologists (both researchers and practitioners, from any specialism and not restricted to those who work with musicians) to join us in this discussion! We have prepared comprehensive lists of topics and we shall discuss their relevance and priority in small groups. Additionally, we will brainstorm ideas about what other topics might be needed as part of the conservatoires’ curricula.
Places are free, but limited. While we prioritise psychologists (due to the nature of our task and topic focus), we also welcome:
- Health professionals working with musicians
- Health educators
- Philosophers (yes, yes! We’d also like to discuss cognitive biases and logical fallacies!)
- Cognitive scientists
- Specialists in music education
- PhD students in any of the topics above
Please note the same workshop will be held four times. Please choose only one and register your interest here: https://mmu.onlinesurveys.ac.uk/musicians-health-education-workshop-sept-2018
For any queries, please contact the organisers: Raluca Matei, AHRC-funded PhD student in music psychology: raluca.matei@student.rncm.ac.uk | +44 757 061 2760 OR
Keith Phillips, PhD student in music psychology: keith.phillips@student.rncm.ac.uk
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Why did you not include health educators? They have training in health behavior as well as in research methods including the Delphi method.
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What should musicians’ health education sound like? The floor is yours!
Workshops funded by Realab and the IMR
Wednesday, 19 September OR Monday, 24 September 2018 | 11.30 AM, Royal Northern College of Music (RNCM), Manchester, UK
Tuesday, 25 September OR Saturday, 29 September 2018 | 11.30 AM
Institute of Musical Research, Senate House, London, UK
The physical and psychological demands of the training and practice that musicians must achieve to perform to a high standard can produce deleterious effects on their health and wellbeing. However, music conservatoires still endorse practices that are informed by tradition more than evidence, while health literacy and critical thinking are still not embedded in music students’ core training. Finally, there are no guidelines or regulations regarding what conservatoires should provide in terms of health education.
We want to address that AND we need your help!
We invite psychologists (both researchers and practitioners, from any specialism and not restricted to those who work with musicians) to join us in this discussion! We have prepared comprehensive lists of topics and we shall discuss their relevance and priority in small groups. Additionally, we will brainstorm ideas about what other topics might be needed as part of the conservatoires’ curricula.
Places are free, but limited. While we prioritise psychologists (due to the nature of our task and topic focus), we also welcome:
- Health professionals working with musicians
- Philosophers (yes, yes! We’d also like to discuss cognitive biases and logical fallacies!)
- Cognitive scientists
- Specialists in music education
- PhD students in any of the topics above
Please note the same workshop will be held four times. Please choose only one and register your interest here: https://mmu.onlinesurveys.ac.uk/musicians-health-education-workshop-sept-2018
For any queries, please contact the organisers: Raluca Matei, AHRC-funded PhD student in music psychology: raluca.matei@student.rncm.ac.uk | +44 757 061 2760 OR
Keith Phillips, PhD student in music psychology: keith.phillips@student.rncm.ac.uk
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Generally speaking musicians are no different to other professionals working in creative or stressful (performance) settings and so their health education requirements will be little different and should cover issues such as
- mind/body interaction
- stress and its management
- healthy lifestyle
- mental health
- help seeking
- etc etc
However, there may be one or two very specific issues
- e.g. specific stresses of performance e.g. critical solos. Mindfulness or cognitive approaches, exercise, yoga etc could all be helpful
- working in orchestras etc with strong personalities, dealing with demanding colleagues - materials on dealing the difficult people work well
- hearing damage from exposure to peak noise from instruments such as brass
I would suggest the best approach is a quick literature review, consultation with colleagues (you have many experts in regional universities), and then a brainstorm of the musician specific issues. In combination this should give you a good platform. Finally I should add that mention should be made of the health benefits of music participation as this is also an important aspect.
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Our group is working on projects to assess and spread mental health literacy in Brazil and we need reliable scales or questionnaires to properly gauge the depth of knowledge on mental health in the general population and especially in school-age children and adolescents.
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I am keen in doing a research on mental health literacy among undergraduate students in Malaysia. May I know how can I get the inventory tool regarding this? Thank you. 
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When looking at the moderation of health literacy in the relation between training&education (as part of management by vitality) and sustainable employability, I'm looking for a suitable questionnaire. It is not a purely medical point of view.
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Hi,
Maybe this questionnaire can help.
Best wishes,
Yaakov
..
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I'm looking for people with an interest in developing interventions aimed at increasing health literacy that would be part of the higher education curriculum.
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All MD colleges of medicine (not sure about DO schools) are required to address in their curriculum mental and physical health, managing stress, and changing behavior. The competencies required for graduation require critical thinking skills, which are a strong focus of the various schools' curricula, no matter how differently they are structured. You might want to check with the education or pre-clinical curricular dean of a medical school in your area to discuss.
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WHO and the European Union have begun to carry out studies on health literacy in the population. The observations of health literacy in Health and Health Education would be comparable or we are talking about different concepts and / or terms because they value different aspects and components.
In my opinion, one thing is literacy and another Education. This involves empowering individuals to self-manage their health and make decisions and attitudes based on their knowledge about health and disease.
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When Nutbeam developed his model of health literacy (2000), he based it on the work of critical literacy theorists Freebody and Luke (1990). It is this later work that draws on the idea that meaningful literacy education is in fact about multiple literacies that includes language and context that in turn has cultural, cognition and social effects. In effect literacy is about a reading of the world using language, visual and multimedia modes (Cope & Kalantsis, 2000), therefore it is a situated practiced.
While Nutbeam’s model of health literacy has been predominately interpreted as efficacy in following the directions of health professionals it is a rather diminished interpretation of health literacy. For health literacy to be effective it must be understood as being ‘situated’ in some social context. Here social determinants of health provide some insight into why instructions for behavior change are limited. Sometimes the prescribed behavior change doesn’t makes sense or isn’t possible in some social contexts. And I also bet it is why the WHO and the EU will come up with findings that those with lower health literacy will have lower levels of overall health.
Health literacy is a pedagogical approach that can be used in health education. By thinking about how I operate in the world, how my family culture and environment influence me, and how do the decisions and expression of power by others influence me all provide an education in health. It is this education that provides me with new insights and learning about the situated nature of health enabling me to be able to ‘read’ my world in more empowered ways. Thus Nutbeam’s (2000) position is that “health literacy as a key outcome from health education” (p.259). So they are not the same but they are both important for developing and empowering around health education.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press.
Freebody, P., and Luke, A. (1990). “Literacies” programs: debates and demands in cultural context. Prospect 5, 7–16.
Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promot. Int. 15, 259–267. doi:10.1093/heapro/15.3.259
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Several articles have found associations between poorer health literacy and worse self-perceived health but they not present a plausible explanation for the existence of this phenomenon.
Could you please help me explain these scientific findings?
Thank you
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Hi Dear Dr. Laverack.
My question is about health literacy.
I'll apreciate your opinion.
Thank you.
Fábio
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I'm currently brainstorming to find a research topic on mental health literacy, focusing on media usage. I'm looking for a good questionnaire on such issue. Some questionnaires I have come across are focusing more on case vignette and coping mechanism instead of media use.
I have also seen some of health literacy questionnaire like HLSEUQ. It seems that they at least have some mention in media usage. But I'm not sure if those are useful in determining mental health literacy or psychiatry patient caregiver health literacy.
Does anyone have any suggestion about a suitable mental health literacy questionnaire or whether or not I can use health literacy questionnaire in general for psychiatry patient caregiver?
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Dear Afkar,
The Rice & Katz (2001) published a book where they partly focus on the effect of internet on health communication but the communication and understanding as well as learning of the individual may not be so strongly related. Then in terms of the question of any actual measure measurement it seems to me that this questionnaire is not around, unless I've missed one. Have you considered forming one yourself? It seems that it would be very useful.
Good luck :)
Rice, R. E., & Katz, J. E. (2001). The Internet and health communication. The Internet and health communication: Experiences and expectations, 5-46.
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How do we promote health literacy? Are we too presciptive? Are we too paternalistic? How do we get the message right?
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When we read the answers, we can see there are several steps, several levels.
The example, possible for anybody.
The personnal counseling, precisely adapted to the background of the listener
The collective counseling with few clear messages for a group, adapted to the common specificities of the group, motivation, age, culture (Chinese, Western, etc. ) and éducation level.
The influence on media, reporters, people who communicate in companies,etc.
Convincing the politicians who can change policies.
My humble opinion is that we have to do it step by step because a policy will be contre productive if people are not ready to accept it.
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Dear all,
I'm trying to scope the variety of different types of literacies included in scholarly discussions. Below, I have listed the ones I have found so far. If any of You have some additional examples I could add to the list (reference would be nice) I'd delighted to hear about those.
Thanks in adavance,
Pekka
Media literacy, computer literacy, critical literacy, information literacy, game literacy, social literacy, health literacy, physical literacy, emotional literacy, network analysis literacy, financial literacy, workplace literacy, functional literacy, visual literacy, digital literacy
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tools to measure:
Cancer health literacy general
Cancer health literacy on sign symptoms
Cancer health literacy on access to treament 
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Not sure if you are familiar with the Health Literacy Tool Shed which has quite a few validated tools that may suit your needs. Check out this link: http://healthliteracy.bu.edu/chlt-30
Dumenci, L., Matsuyama, R., Riddle, D.L., Cartwright, L.A., Perera, R.A., Chung, H., Simonoff, L.A. (2014). Measurement of Cancer Health Literacy and Identification of Patients with Limited Cancer Health Literacy, Journal of Health Communication, 19(2):205-224. 
Rivera-Vasquez, O., Mabiso, A., Hammad, A., & Williams, K.P. (2009). A community-based approach to translating and testing cancer literacy assessment tools. Journal of Cancer Education, 24:319–325.
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I am evaluating a mental health literacy program with college students and will use a two-group posttest-only randomized experiment to measure if there is an impact on knowledge, stigma and help-seeking intentions.I am trying to figure out what is my sample size and estimating power for a medium effect. I can't find any information on this issue. Gladly welcome your insight.
thanks
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Hi 
thank you. I did find that resource and was quite helpful. 
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I have a strong interest in the field and include it in our curriculum. I have an interest in doing research in the field as well.
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I have interest in this the topic from a multicultural perspective with emphasis on Latino population and Legibility formulas.
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HI,
I am studying toward health literacy and is any instrument to measure mobile (app) health literacy.
Kind regards
Sarath
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Dear Chris,
Thank you indeed for guidance.
Regards
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The degree to which individuals have the capacity to obtain, process and understand basic oral health information and services needed to make appropriate health decisions that is the core of oral health literacy, would like to know how and through what modalities they are carried out around the globe, please share you insights.
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Health literacy is becoming increasingly a crucial area of importance in public health. Firstly, it provides more citizen/client/patient empowerment. Secondly, it helps in compliance with health promotion and education campaigns for prevention of disease as well as compliance with health professional advice. 
One approach that is gaining a great deal of attention is technology and social media in promoting health literacy:
Manganello, J., Gerstner, G., Pergolino, K., Graham, Y., Falisi, A., & Strogatz, D. (2016). The Relationship of Health Literacy With Use of Digital Technology for Health Information: Implications for Public Health Practice. Journal of public health management and practice: JPHMP.
These authors conclude:
"While self-report health literacy does not appear to influence access to and use of digital technologies, there is a strong association with experiences searching for health information and preferences for health information sources. Public health agencies and organizations should consider the needs and preferences of people with low health literacy when determining channels for health information dissemination. They should also consider implementing interventions to develop health information-seeking skills in populations they serve and prepare information and materials that are easily accessible and understandable."
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I would like to see if this test would be applicable for my capstone project.  Is this test affordable?  I'm a student and have no money  :)
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I have decided to create my own tool for my intervention because the STOFLA didn't seem to meet my requirements. 
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What are the best evidence-based interventions to support population health literacy? Which interventions are most effective on a population level, and what is known about their cost effectiveness?
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Hi Christina,
I do believe using the peer education model has proven to be an invaluable tool in improving health literacy as well reducing health inequality in the population. Another model is the health promotion school model.
I have attached this material for you.
Hope it helps.
Itodo.
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Dear all, I´m searching especially for papers on questionnaires measuring empowerment as well as preferences, attitudes, acceptance, health literacy via e-learning (users´perspective, e.g. medical students)...How can self-empowerment be operationalized? I´m looking forward for your suggestions!
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The HLQ has several scales that cover the broad concept of empowerment 
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I´m searching for research on attitudes towards e-mental health resp. online self-help services (including acceptance, preferences, adherence, engagement, expectancies, concerns, etc.) in the general population. I´m looking forward to your feedback - thank you!
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I'm looking for an instrument to measure health literacy of students in primary and secondary education
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This systematic review on eHealth Literacy may be helpful:
Stellefson, M., Hanik, B., Chaney, B., Chaney, D., Tennant, B., & Chavarria, E. A. (2011). eHealth literacy among college students: a systematic review with implications for eHealth education. Journal of medical Internet research, 13(4).
BUT Please check this review, to make sure of the psychometric properties of the instrument.
Barry, A. E., Chaney, B., Piazza-Gardner, A. K., & Chavarria, E. A. (2014). Validity and Reliability Reporting Practices in the Field of Health Education and Behavior A Review of Seven Journals. Health Education & Behavior, 41(1), 12-18.
Abstract: Health education and behavior researchers and practitioners often develop, adapt, or adopt surveys/scales to quantify and measure cognitive, behavioral, emotional, and psychosocial characteristics. To ensure the integrity of data collected from these scales, it is vital that psychometric properties (i.e., validity and reliability) be assessed. The purpose of this investigation was to (a) determine the frequency with which published articles appearing in health education and behavior journals report the psychometric properties of the scales/subscales employed and (b) outline the methods used to determine the reliability and validity of the scores produced. The results reported herein are based on a final sample of 967 published articles, spanning seven prominent health education and behavior journals between 2007 and 2010. Of the 967 articles examined, an exceedingly high percentage failed to report any validity (ranging from 40% to 93%) or reliability (ranging from 35% to 80%) statistics in their articles. For health education/behavior practitioners and researchers to maximize the utility and applicability of their findings, they must evaluate the psychometric properties of the instrument employed, a practice that is currently underrepresented in the literature. By not ensuring the instruments employed in a given study were able to produce accurate and consistent scores, researchers cannot be certain they actually measured the behaviors and/or constructs reported.
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Many literature said, low health literacy will affect their health behavior such as Health information seeking.   Is there any possibility for those who has good health literacy will be less likely to seek information? because they might think that they have good enough knowledge and experiences. 
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Good health literacy means to always seek information! Good health literacy is knowing how and where to seek the best information! Good health literacy is knowing how to use the information (what to do with it, how to apply it, etcetera). Dr Carlos Rivas Echeverria, MD, PhD, FACP
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Now, I'm working on health literacy project. I have to collect data from elderly people and it seems that most of them are low educated. It's difficult for them sometimes to express any word/ idea/ ... Therefore, I would like to know how to cope this problem. Thank you.
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Having undertaken several studies with older people and those with dementia - it has been good practice to use family members, carers and key social workers along to support any interviews. There is usually a deal of interpretation to undertake to arrive at an emerging theme.
In one study my reearchers used peers in the community (a group called older peoples voice) to help in data gathering
I have two studies available for download in researchgate you may wish to look at:
The Implementation of the Gold Standards Framework within Five Care Settings in Greater Manchester evaluation report 2008 executive summary.
on: 
Also: Knowsley Partnerships for Older People (POPPs) Final Evaluation Report
on: 
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The underlying proposition in this study is that health related knowledge gained by an individual is likely to affect his/her health related behaviors. This study draws from a range of theoretical perspectives which emphasize the influence of information and knowledge upon the choices people make in their lives.
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I agree with Brenda. Additionally,  the theory of Reasoned Action and Planned Behavior also best explains individual related health behaviors in relation to knowledge gained. Here is another interesting article on Condom use by Dolores et al. Web link  http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1007&context=chip_docs
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Can anyone share sources on nutritional food labeling education as a single intervention for addressing obesity (not overweight)in minority women?
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Hi Cynthia,
here are some articles that may help
 Cha, Eunseok1; Kim, Kevin H.2; Lerner, Hannah M.3; Dawkins, Colleen R.4; Bello, Morenike K.5; Umpierrez, Guillermo6; Dunbar, Sandra B. Health Literacy, Self-efficacy, Food Label Use, and Diet in Young Adults
Rachel Cooke, Angeliki Papadak. Nutrition label use mediates the positive relationship between nutrition knowledge and attitudes towards healthy eating with dietary quality among university students in the UK
Ryan, Michael P.; Costello-White, Reagan N. Confirming and Correcting Preconceptions: Health Literacy as Adaptive Comprehension
Inge Spronk, Catriona Kullen, Catriona A. Burdon, Helen T. O'Connor
Relationship between nutrition knowledge and
dietary intake
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Health Literacy is defined as the ability to read and unerstand basic medical
and health information. According to several sources more than one third of the population in North America  has no health / medical literacy. The outcomes are estimated  at more than 100 bilion USD for the health care sector with additional
negative cosequences like : innability to understand inform concern documents,
innability to access and use adequate and proper health/medical info on the net
etc. The next generation should aquire this through school teaching programes
- What you dear fellows think about ?
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This is an interesting conversation about health literacy. I personally feel much of the responsibility for educating patients falls on the health care providers. There are many excellent tools to raise awareness of the issues and I though I would share a few here. Pfizer, the pharmaceutical company, has been a huge advocate for Clear Health Communication for years and I applaud their efforts. They have a new tool, A Health Literacy Assessment Tool for Patient Care and Research called the Newest Vital Sign (NVS) available in English & Spanish. It helps providers assess what the patient knows, and then using some of their clear health communication skills (in the link provided) we as health professionals can work to better communicate and get feedback on what the patient understands about their illness and any treatment options we are recommending.
The American Medical Association has a really powerful video on health literacy in America. Watch it to really see what we are missing by not looking for health literacy, it's been around for a while, but wow. (Every time I watch it I am moved by the impact of health literacy on patients.) We should never assume anything, plain language is important and it is not the patient's responsibility to tell us they "don't get it", because they will not. Providers need to think about this issue and I am glad it is being discussed here. There are great resources out there.
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Have any measurements been developed regarding health literacy in the context of youth or young people?
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You are welcome.
Diana.
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I am looking for a comprehensive inventory of available (ideally free but comprehensive is a must) validated survey instruments in the health field. Ideally as broad as possible. These might include things like the SF-36, beck depression inventory, test of functional health literacy for adults, etc.  
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Here is the website for all RAND survey tools (available to public): http://www.rand.org/health/surveys_tools.html
(validation should be OK with RAND).
Another directory is from North Central University:
(Validation status not recorded though)
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I am currently advising and working with the NHS National IAPT programme. In the past year I have reviewed many services. A frequent factor to emerge has been the less than necessary referrals to achieve the 15% access goal set by the NHS for CMHD.  Given the high prevalence of these disorders why are we not overwhelmed by demand?
I have been looking at help seeking research and mental health literacy.
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Great postings. I work with eating disorders and the percentage of people suffering from anorexia nervosa (AN) and bulimia nervosa (BN) specifically are very low. BN because people are embarrassed of symptoms and often function well despite them and much suffering that they hide. AN because the disorder is egosytonic. If they want to lose weight and know that therapy will involve weight gain, they're not going to "undo all their hard work". Mostly people with AN are referred by worried family members or school counsellors and actively resist at least at the beginning.
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How could we develop such a tool? Please give suggestions and elaborate on how to get a health literacy measurement tool approved.
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Here are some examples of papers about adapting health literacy measures for different countries and cultures:
• Ndahura, N. B. (2012). Nutrition literacy status of adolescent students in Kampala district, Uganda.
• Patel, P., Panaich, S., Steinberg, J., Zalawadiya, S., Kumar, A., Aranha, A., & Cardozo, L. (2013). Use of nutrition literacy scale in elderly minority population. The journal of nutrition, health & aging, 17(10), 894-897.
• Sampaio, H. A. D. C., Silva, D. M. D. A., Sabry, M. O. D., Carioca, A. A. F., & Chayb, A. P. V. (2013). Letramento nutricional: desempenho de dois grupos populacionais brasileiros; Nutrition literacy: performance of two Brazilian population groups. Nutrire Rev. Soc. Bras. Aliment. Nutr, 38(2).
Or look at the ways Newest Vital Sign (NVS) has been modified for use in different countries or language groups. The NVS is available in both English and Spanish versions as well as a validated UK-specific version, NVS-UK. Available from: http://www.pfizer.com/health/literacy/public_policy_researchers/nvs_toolkit
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Looking for any comments and views on how health information seeking will affect health literacy, if it does so significantly, especially in the contexts of new media.
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Hi Mohammad,
Interesting question - but i think that health information seeking will have little direct short-medium term impact on health literacy. I think that the converse is more likely where health literacy impacts on health information seeking. To what extent is the question and leads us to the chasm of what's being done to address poor health literacy across the globe.
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I have come across a lot of Survey instruments and wondering which one(s) will be most appropriate for persons with T2DM
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FCCHL (Fransen., Van Schaik, Twickler y Essink-Bot, 2011).
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health literacy?
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Hi Charlotte,
thanks for your comments. As you know, three dimensions or levels of health literacy were identified: functional (where is icluded the numeracy capability you pointed about), interactive and critical. 
In my opinion, it is necessary to take into account these dimensios in the design of assesment tools and interventions. In our mobile application, we ask the user, after use, to perform what they learned. For example, accesing and request a medical appointment. At the same time, the app returns information, thus having objective data of user empowerment. 
Written information, especially if autoinformed, has its drawbacks and limations.
Greetings.
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I would like to have any comments and views from all researchers regarding to what extant the social media can improve health literacy especially among young peoples.
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Social media has a huge potential to improve health literacy, especially in the young people.
60% of the internet users access social media related to health (The Pew Internet and American Life Project, 2009 ). It's well known that the majority of the internet users are the young population.
Potential for anonymity is an advantage to the individuals when coming to the usage of social media. This helps them in opening up more and asking questions and thereby improve their understanding and knowledge about their health.
Two strategies of social media that can be used to improve the health literacy in young people are:
Social Marketing : where the product is health or a change in lifestyle can also be used for changing health behaviours. It can also limit or erase psychological, social and practical barriers to health behaviour.
Social influence: an important driver of behaviour and hence peer to peer and social network communications of campaign messages brings about a huge difference.
So, social media is an untapped treasure holding a huge potential for improving health literacy of the population ,especially the young people.
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Is there any standard tool for that or we can develop our own?
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Sahifa: Here is one from U.S. Department of Health & Human Services
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I am looking for an instrument to use with renal transplant recipients to test their understanding of the transplant process and necessary long term follow up care (KDOQI Guidelines or European Guidelines for follow up care).
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You may wish to use the Short Test of Functional Health Literacy in Adults (S-TOFHLA). This is mentioned in an article published in the journal Progress in Transplantation, 2009, 19(1), 25-34.
In addition there is now an increasing interest in this topic and the following web site may also be of interest http://www.healthliteracyeurope.net
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Looking for an instrument (brief) to measure critical health literacy among high school students. Not interested in basic/functional health literacy, such as "do you understand the instructions on your medication." Instead, seeking a way to measure communicative and critical health literacy. WHO definition of interest: "Health literacy represents the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health" (Nutbeam, 1998).
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Pls refer instrument developed from deakin university Australia.. may be it could help you
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In other words, prevention of cancers and HPV infection through increased participation rates in HPV immunizations as the result of a social media based health literacy campaign?
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Courtney, are you looking for planning models or health behavior theory? For a planning model, consider social marketing (also called public health marketing) that uses formative research to identify barriers and motivators to a desired behavior and then uses commercial marketing concepts like products/services, pricing, distribution, and promotion to develop behavior change strategies. For health behavior models I'm wondering if the health belief model would be appropriate given that it considers perceived susceptibility? Do members of the target population see themselves as being at risk?
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Looking for any measurement related to health literacy among youth and how social media influence the level of health literacy.
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Additional references with several public policy implications and an overview on the current state of social media use in the health sector:
Harris, J. K., Mueller, N. L., & Snider, D. (2013). Social media adoption in local health departments nationwide. American journal of public health, 103(9), 1700-1707.
Andersen, K. N., Medaglia, R., & Henriksen, H. Z. (2012). Social media in public health care: Impact domain propositions. Government Information Quarterly, 29(4), 462-469.
Park, H., Rodgers, S., & Stemmle, J. (2011). Health organizations’ use of Facebook for health advertising and promotion. Journal of interactive advertising, 12(1), 62-77.
Hope this helps.
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Traditional approaches have focused on improving communication by clinicians so that it can be better understood by patients with low health literacy. We are interested in specific approaches to improving health literacy especially is disadvantaged population groups.
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This answer is self-serving. Nevertheless we (Stanford) have been working with these populations around the word for years with or various chronic disease and caregiver self-management programs. Many of these are given in conjunction with primary care, patienteducation.stanford.edu They have now reached 200,000 people in the United States and have numerous publications .
Beyond the Stanford programs there are a suite of evidence based programs, (health behavior and or health status outcomes, published, and translated into practice beyond the study site) More about these on the Agency for Community Living site. These programs are usually offered by community organizations from the YMCA to the Area Agencies on Aging. (Enhanced Wellness, Enhanced Fitness, Matter of Balance, Fit and Strong, PEARLS and Healthy Ideas for depression, and med reconciliation.
If we really want to improve health literacy it needs to be a community affair and while primary care can do a lot, the most important role is probably to refer to what is already existing or to work in partnership with community agencies. People like to learn in their own communities in comfortable settings.
One last point. Just because someone has low literacy does not mean they have low intelligence.
Kate
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What should be done for improving peoples health literacy?
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"What Should be done?"
In my opinion incorporating basic principles of health education in all levels of education and, stablished one multidisciplinar approach in under-graduated health profissionals
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We are going to verify the health promoting program and we are willing to use the concept of mind mapping as tool for pre-test and post-test. Do you know any cases where mind mapping was used as measurement tool? Our idea is to make a phenomena analysis (according to predefined keywords and relations) and quantify them into score. Would it be possible? What are your ideas, recommendations or suggestions?
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I recomend you to take a look to this method: Concept Mapping. We are using for different research projects and it helps to represent, order and understand the ideas of people participating.
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I am looking for research related to how experienced users/patients' can contribute in educational programs for other patients, especially in mental health care. We are working on a training program for the user representatives ("expert patients") to prepare them for their effort in the program. So far, our experiences with this preparating course is very positive, but we are interested in more research on the topic, both quantitative and qualitative studies should be interesting.
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I would suggest
Barkway, P., Mosel, K., Simpson, A., Oster, C. and Muir-Cochrane, E.C. (2012). Consumer and carer consultants in mental health: The formation of their role identity. Advances in Mental Health, 10(2), pp.157-168. [online]. http://dx.doi.org/10.5172/jamh.2011.10.2.
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Recently, I have been approached by a colleague who wishes to develop a 'health communication' programme. It's not a term that I have come across many times before. Given it's very broad remit - is it not health promotion/public health/community health (with health education added) by another name? Wikepedia gives a decent enough account of it - and I can see that there are some specifics - such as health literacy and use of media - but they are covered under the umbrella of health promotion/education too. Does anyone have a different spin on this?
Dean
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I have a different spin. I think there are two different and competing conceptions of health communication. One, and this appears to be the kind of programme your colleague is referring to, is very similar to health promotion. The other could perhaps also be considered as communication in health(care), which is focussed on communication, and to enhance quality of care, which might eventually promote better health, but is first and foremost about communication as a process, and usually interpersonal communication.
This confusion is most manifest in two journals from the same publisher: Health Communication and Journal of Health Communication, each of which takes one of those perspectives.
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