TY - JOUR
T1 - Health Literacy in Adult Education Centers
T2 - Exploring Educator and Staff Needs
AU - Champlin, Sara
AU - Hoover, Diana Stewart
AU - Mackert, Michael
N1 - Publisher Copyright:
© 2018 Society for Public Health Education.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - Objective. Incorporating health content into adult education courses is promising for increasing health literacy skills among “hard-to-reach” populations. The purpose of this study was to gain previously untapped knowledge of adult education personnel (i.e., educators, staff) about the strategies and programs that would be beneficial for helping students learn about health. Method. Personnel (N = 53) from three literacy coalitions completed an online survey that assessed interest and preferences for developing a health literacy curriculum. Results. Personnel indicated general concepts such as health services and insurance as those of greatest priority. Additionally, tools designed for general use (completion of forms) were favored. Personnel preferred programs that focused on general skills over those designed to address specific health topics, χ2(1) = 11.52, p =.001. Conclusions. Adult education personnel find greatest value in health literacy programs aimed at increasing general skills rather than disease-/topic-specific content. There were several mismatches in topics noted as a “priority” and those for which personnel felt comfortable teaching. A focus on fostering general health skills will help all students—not just those with specific health concerns such as diabetes and asthma. Teaching health literacy through general skill development could make health programs exciting, engaging, and accessible for students.
AB - Objective. Incorporating health content into adult education courses is promising for increasing health literacy skills among “hard-to-reach” populations. The purpose of this study was to gain previously untapped knowledge of adult education personnel (i.e., educators, staff) about the strategies and programs that would be beneficial for helping students learn about health. Method. Personnel (N = 53) from three literacy coalitions completed an online survey that assessed interest and preferences for developing a health literacy curriculum. Results. Personnel indicated general concepts such as health services and insurance as those of greatest priority. Additionally, tools designed for general use (completion of forms) were favored. Personnel preferred programs that focused on general skills over those designed to address specific health topics, χ2(1) = 11.52, p =.001. Conclusions. Adult education personnel find greatest value in health literacy programs aimed at increasing general skills rather than disease-/topic-specific content. There were several mismatches in topics noted as a “priority” and those for which personnel felt comfortable teaching. A focus on fostering general health skills will help all students—not just those with specific health concerns such as diabetes and asthma. Teaching health literacy through general skill development could make health programs exciting, engaging, and accessible for students.
KW - adult education programs
KW - health education
KW - health literacy
KW - health promotion
UR - http://www.scopus.com/inward/record.url?scp=85052239619&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85052239619&partnerID=8YFLogxK
U2 - 10.1177/1524839918789690
DO - 10.1177/1524839918789690
M3 - Article
C2 - 30070148
AN - SCOPUS:85052239619
SN - 1524-8399
VL - 21
SP - 198
EP - 208
JO - Health Promotion Practice
JF - Health Promotion Practice
IS - 2
ER -