How health literacy is taught and evaluated in dentistry, medicine, nursing, law, pharmacy, public health, and social work: a narrative review.

Autor:	Maybury C; School of Public Health, Horowitz Center for Health Literacy, University of University of Maryland, College Park, USA., Williams MA; Health Sciences and Human Services Library, University of Maryland Baltimore, USA., Challenger K; School of Public Health, University of Maryland, USA., Fassas E; School of Medicine, University of Maryland Baltimore, USA., Galvan S; School of Nursing, University of Maryland Baltimore, USA., Gelmann D; School of Medicine, University of Maryland Baltimore, USA., Jung KS; School of Dentistry, University of Maryland Baltimore, USA., Lu AY; School of Pharmacy, University of Maryland Baltimore, USA., Wang J; Francis King Kerry School of Law, University of Maryland Baltimore, Baltimore, USA., Stines E; University of Maryland Baltimore Medical Center and University of Maryland Baltimore, Baltimore, USA., Baur C; School of Public Health, Horowitz Center for Health Literacy, University of University of Maryland, College Park, USA.
Jazyk:	angličtina
Zdroj:	Journal of communication in healthcare [J Commun Healthc] 2024 Mar; Vol. 17 (1), pp. 51-67. Date of Electronic Publication: 2023 Sep 14.
DOI:	10.1080/17538068.2023.2258315
Abstrakt:	Background: This narrative review examined the published peer-reviewed literature on how health literacy is taught and evaluated in seven health professional and adjacent disciplines: dentistry, medicine, nursing, law, pharmacy, public health, and social work. The study objectives were to assess how students are educated about health literacy and how their health literacy education and skills are evaluated. Methods: Study selection followed guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). We searched PubMed, CINAHL, SocINDEX (EBSCOhost), Lexis Advance and Public Health (ProQuest) for English-language publications of health literacy education studies across seven disciplines at U.S.-based institutions. Inclusion criteria included: 1) methods describing a primary health literacy educational intervention, 2) professional education in one or more of the seven disciplines, 3) educational institutions in the United States, and 4) articles published in peer-reviewed journals between 2000 and 2020. Results: The searches yielded 44 articles. Health literacy education is evident in six of the seven studied disciplines, and varies widely in the quality, quantity, timing and mode of education and evaluation. Despite the presence of health literacy accreditation requirements, none of the seven disciplines has developed and implemented a standard, rigorous health literacy education program for students. Conclusions: Graduating institutions and professional accreditation organizations that set the standards for education must lead the way by implementing upstream changes in health literacy professional education. Teaching health literacy to students in health professions is one strategy to help close gaps in patient/client professional communication for graduates and those they serve.
Databáze:	MEDLINE
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