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Article Abstract
Introduction: Health literacy is a critical factor influencing patient outcomes, yet research indicates a persistent gap in nurses' knowledge of this domain. This deficiency affects nurses' ability to identify and effectively address patients' health literacy needs.
Objectives: This study aimed to assess nursing students' knowledge (cognitive domain), application (psychomotor domain), and confidence (affective domain) related to health literacy strategies.
Methods: A descriptive study design was used with 344 nursing students who completed the Health Literacy Knowledge, Application, and Confidence Scale. The scale's validity and reliability were established through expert review and factor analysis.
Results: While participants demonstrated the ability to apply some health literacy strategies, they lacked fundamental knowledge about health literacy concepts, including identifying at-risk populations and appropriate reading levels for patient education materials. Confidence was positively correlated with the frequency of strategy use, although knowledge alone did not predict application. Deficiencies were particularly noted in recognizing screening tools and understanding the requirements for educational materials.
Conclusion: Findings reveal a significant gap in nursing students' knowledge of health literacy, despite some capacity for application and a link between confidence and strategy use. These results underscore the need for enhanced integration of health literacy education in nursing curricula to better prepare students for clinical practice.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC12409056 | PMC |
| http://dx.doi.org/10.1177/23779608251375282 | DOI Listing |
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