Health Literacy: The Government Has Defined It

Health Literacy the Government Has Defined Health Literacy A

The government has defined health literacy as “The degree to which individuals have the capacity to obtain, process and understand basic health information and services needed to make appropriate health decisions” (Healthy People 2020, 2011). Scholars have demonstrated that health literacy skills are stronger predictors of health status than age, income, employment status, education level, and race or ethnicity. Individuals with inadequate health literacy often struggle with basic tasks when managing a chronic condition such as reading and comprehending prescription bottles, appointment slips, self-management instructions, and educational brochures. The problems are compounded when the individual has several conditions requiring different medications.

Inadequate health literacy can be a barrier to controlling disease that can lead to medication errors, increased hospitalization, poor health outcomes, and greater health care costs. For this Discussion, review this week’s learning resources, including the media "Health Literacy." As you review the resources, consider the differences between health literacy and literacy. Then consider the populations who could be at risk for health related problems due to low health literacy levels, as well as how you might consider varying health literacy levels in your public health campaign.

Paper For Above instruction

Differences Between Literacy and Health Literacy

Literacy and health literacy, though interconnected, are distinctly different concepts. Literacy refers broadly to an individual’s ability to read, write, and understand basic written information. It encompasses fundamental skills necessary to navigate daily life, such as reading a newspaper or filling out a form. Health literacy, on the other hand, is a specialized domain that pertains specifically to an individual’s capacity to obtain, comprehend, and utilize health-related information and services (Berkman et al., 2011). For example, a person may be literate in general terms but lack health literacy if they cannot interpret a prescription label or understand instructions for managing a chronic disease.

An illustrative example involves reading a medication label. A person with adequate literacy may be able to read the words on the label, but if they lack health literacy, they might not understand the dosage instructions, potential side effects, or when to seek medical help. Conversely, someone with limited literacy may struggle with general reading tasks but might understand health information when it is presented clearly and simply, highlighting the importance of tailored communication strategies.

Health-Related Consequence of Low Health Literacy and a Vulnerable Population

One significant health-related consequence of low health literacy is medication non-adherence, which can lead to worsening of health conditions, hospitalizations, and increased mortality rates (Berkman et al., 2011). For example, older adults with chronic illnesses such as hypertension or diabetes are particularly vulnerable. They often have complex medication regimens, and misinterpreting instructions can have severe outcomes. This population is at increased risk due to factors like declining cognitive function, sensory impairments, and limited familiarity with medical jargon.

Older adults represent a vulnerable group because they are more likely to have multiple chronic conditions requiring medication management and may face cognitive decline that impairs understanding of health information (Qin & Xu, 2016). Additionally, rural populations might experience limited access to health education and face cultural or language barriers, further exacerbating low health literacy levels and increasing their risk for negative health outcomes.

Impacts of Media and Resources on Public Health Campaign Development

The information provided in the media and resources underscores the importance of designing health campaigns that are accessible, culturally appropriate, and leverage multiple communication channels. First, understanding the distinction between health literacy and general literacy informs campaign messaging; simple, clear, and jargon-free language helps reach populations with diverse literacy skills (Zoellner et al., 2011). Second, recognizing specific vulnerable groups—such as older adults or rural residents—necessitates tailored strategies like visual aids, community outreach, or multimedia formats that accommodate various literacy levels and learning preferences.

These insights emphasize the need for public health campaigns to incorporate multimedia elements, plain language, and community engagement to improve message dissemination and comprehension. For example, using infographics or videos in multilingual formats ensures accessibility. Incorporating feedback from target populations during campaign development can also foster trust and enhance effectiveness, ultimately promoting better health outcomes (Jibaja-Weiss et al., 2011).

References

• Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: an updated systematic review. Annals of Internal Medicine, 155(2), 97-107.
• Healthy People 2020. (2011). Health literacy. U.S. Department of Health and Human Services. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-health/interventions-resources/health-literacy
• Jibaja-Weiss, M. L., et al. (2011). Entertainment education for breast cancer surgery decisions: A randomized trial among patients with low health literacy. Patient Education and Counseling, 84(1), 41-48.
• Qin, L., & Xu, H. (2016). A cross-sectional study of the effect of health literacy on diabetes prevention and control among elderly individuals with prediabetes in rural China. BMJ Open, 6(5), e011077.
• Zoellner, J., et al. (2011). Health literacy is associated with health eating index scores and sugar-sweetened beverage intake: Findings from the rural lower Mississippi delta. Journal of the American Dietetic Association, 111(7), 1037-1044.
• Siegel, P. H., et al. (2018). Health literacy and patient-centered communication to improve health outcomes. Journal of Healthcare Communications, 3(2), 117-136.
• Sudano, J. J., & Baker, D. W. (2006). Explaining race disparities in knowledge of recent influenza vaccination recommendations.American Journal of Preventive Medicine, 30(5), 386-392.
• Paasche-Orlow, M. K., & Wolf, M. S. (2007). The causal pathways linking health literacy to health outcomes. American Journal of Health Behavior, 31(Suppl 1), S19-S26.
• Kim, S. S., et al. (2014). Improving health literacy and patient engagement: The way forward. Journal of Healthcare Management, 59(4), 267-278.
• Williams, M. V., et al. (1995). Inadequate literacy is a barrier to health care management: An illustration with diabetes. Journal of General Internal Medicine, 10(2), 117-123.