Assignment: Developing A Health Literacy

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Assignment: Developing A Health Literacy

Assignment: Developing A Health Literacy

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Assignment

Developing a Health Literacy Program for Children in a Low-Income Urban Area

Read the scenario below.

Respond to the questions in full sentences. Be sure to use standard English grammar and spelling

1. Why is information on health literacy essential for this group?

2. What is the initial step you would take before designing the program?

3. What role/function would you play in the beginning of the assessment phase?

4. What role/function would you play at the end of the program?

5. What additional resources would be needed to implement this program?

Scenario:

As a Community Health Nurse, you are assigned to develop a health literacy program at the Yvonne Learning Center to promote health literacy in a low-income urban area. This program will focus on children ages 3-7 years old, 9-12 years old and 14 to 18 years old.

You will provide basic health information and services about health and teach the children about their bodies and how having a positive attitude and good behaviors influence their health in general.

The goal of information literacy is to promote self-learning and the ability to be self-sufficient.

The majority of descriptions of health literacy originate from the field of health promotion [4, 6, 7]. 
However, just few qualitative studies have attempted to conceptualize health literacy. 
Based on qualitative research, new model of health literacy has been developed [24]. 
Jordan et al. [24] identified seven health literacy abilities linked to seeking, comprehending, and using health information in the healthcare setting after interviewing participants and gathering their viewpoints. 
Knowing when and where to seek information, verbal communication skills required to describe one’s health issues and comprehend health professionals’ responses, assertiveness (linked to effective communication), literacy, retaining and processing information, and skills in applying information are among these abilities.

 

Jordan’s model addresses these abilities in the context of broader healthcare system variables, and it can assist healthcare practitioners better understand their patients’ health literacy abilities and the personal hurdles that may limit their ability to develop and apply these skills. 
However, because the model is based on single interviews with participants, it may be unable to account for changes or developments in health literacy abilities over time and across different health situations. 
Patients’ health literacy skills must be developed and adapted throughout time, as well as how they put these skills into practice and what can be accomplished in terms of access to health care and communication with health professionals.

 

Aims

 

Using Kwan et aldefinition, .’s we look at several scenarios where health literacy is crucial, as well as the creative component of health literacy. 
As framework, [7] is defined as “people’s ability to access, comprehend, appraise, and convey information in order to interact with the needs of various health contexts in order to enhance health across the life-course.” 
Nutbeam [8] considers health literacy to be “asset” rather than “danger.” 
As result, our focus was on the growth of health literacy throughout time for people of all health literacy levels, as well as through self-learning and patient education. 
Our goal was to find answers to the following questions:

 

How can patients become health literate for their condition, and how do they interact with healthcare providers (including information exchange and collaborative decision-making)?

 

What are the facilitators and challenges to developing and applying health literacy abilities, and how does health literacy affect patients’ experiences of using healthcare services in various contexts?

 

In the context of various long-term conditions, we present the Health Literacy Pathway Model to describe how health literacy develops along trajectory that enables individuals, with the help of others, to seek, engage with, and act on health information to manage their health and become more actively involved in healthcare consultations. 
The facilitators and roadblocks to progressing down the path are recognized.
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