Health Literacy Competencies for Registered Nurses: An E-Delphi Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/622505
Category:
Full-text
Format:
Text-based Document
Type:
Dissertation
Level of Evidence:
Other
Research Approach:
Other
Title:
Health Literacy Competencies for Registered Nurses: An E-Delphi Study
Author(s):
Toronto, Coleen E.
Additional Author Information:
Coleen E. Toronto, PhD, RN, CNE
Advisors:
Sethares, Kristen; Weatherford, Barbara
Degree:
PhD
Degree Year:
2016
Grantor:
University of Massachusetts Dartmouth
Abstract:

In the United States, only 12% of adults possess proficient health literacy skills. Individuals with low health literacy skills experience poorer health outcomes. Failure of registered nurses to consider health literacy in communication with patients can significantly affect an individual’s ability to understand and therefore, follow health advice. The Institute of Medicine’s (IOM) Health Literacy: A Prescription to End Confusion (2004) landmark report recommends that health professionals be trained to effectively communicate with patients with limited health literacy. There is an absence of nurse competencies that explicitly address the needs of patients with low health literacy. Therefore the purpose of this study was to identify a set of core health literacy competencies for registered nurses in any work setting. A three round e-Delphi design was used to elicit essential health literacy competencies for registered nurses with a national group of nurse health literacy experts (n=41). Based on partial replication of prior work by Coleman, Hudson, and Maine (2013), a final list of 50 nursing health literacy core competencies were identified in round two. Descriptive statistics were used to analyze data. A competency that reached 90% agreement in round two was retained. The remaining competencies were then prioritized in round three. The final list of prioritized competencies generated in this study, can provide a starting point for enhancement of health literacy educational content in practice and schools of nursing.

Keywords:
health literacy skills
CINAHL Headings:
Health Literacy; Registered Nurses; Professional Competence; Delphi Technique; Patient Education
Description:
The author retains copyright.
Note:
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Repository Posting Date:
2017-08-03T20:17:28Z
Date of Publication:
2017-08-03

Full metadata record

DC FieldValue Language
dc.contributor.advisorSethares, Kristenen
dc.contributor.advisorWeatherford, Barbaraen
dc.contributor.authorToronto, Coleen E.en
dc.date.accessioned2017-08-03T20:17:28Z-
dc.date.available2017-08-03T20:17:28Z-
dc.date.issued2017-08-03-
dc.identifier.urihttp://hdl.handle.net/10755/622505-
dc.descriptionThe author retains copyright.en
dc.description.abstract<p>In the United States, only 12% of adults possess proficient health literacy skills. Individuals with low health literacy skills experience poorer health outcomes. Failure of registered nurses to consider health literacy in communication with patients can significantly affect an individual’s ability to understand and therefore, follow health advice. The Institute of Medicine’s (IOM) Health Literacy: A Prescription to End Confusion (2004) landmark report recommends that health professionals be trained to effectively communicate with patients with limited health literacy. There is an absence of nurse competencies that explicitly address the needs of patients with low health literacy. Therefore the purpose of this study was to identify a set of core health literacy competencies for registered nurses in any work setting. A three round e-Delphi design was used to elicit essential health literacy competencies for registered nurses with a national group of nurse health literacy experts (n=41). Based on partial replication of prior work by Coleman, Hudson, and Maine (2013), a final list of 50 nursing health literacy core competencies were identified in round two. Descriptive statistics were used to analyze data. A competency that reached 90% agreement in round two was retained. The remaining competencies were then prioritized in round three. The final list of prioritized competencies generated in this study, can provide a starting point for enhancement of health literacy educational content in practice and schools of nursing.</p>en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.subjecthealth literacy skillsen
dc.titleHealth Literacy Competencies for Registered Nurses: An E-Delphi Studyen_US
dc.typeDissertationen
thesis.degree.grantorUniversity of Massachusetts Dartmouthen
thesis.degree.levelPhDen
dc.description.noteThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.en
dc.primary-author.detailsColeen E. Toronto, PhD, RN, CNEen
thesis.degree.year2016en
dc.type.categoryFull-texten
dc.evidence.levelOtheren
dc.research.approachOtheren
dc.subject.cinahlHealth Literacyen
dc.subject.cinahlRegistered Nursesen
dc.subject.cinahlProfessional Competenceen
dc.subject.cinahlDelphi Techniqueen
dc.subject.cinahlPatient Educationen
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