A Journey Through Health Literacy: From Preschoolers to Prisoners, Part One

The healthcare system is complex and can be overwhelming to consumers. Health Literacy (HL) is defined by Ayaz-Alkaya & Terzi (2019, p.31) as “an individual’s cognitive, and social skills related to access, understanding, and use of health information in order to protect and promote health”. Nurses play an integral role in assisting patients to make informed choices and healthcare decisions both in and out of the acute care setting. The rate of individuals with sufficient HL in the United States was 12%, with rates being unchanged since 2013. Ayzaz-Alkaya & Terzi (2019) found that persons were less likely to focus on preventative health and more non-adherence to medication and treatment regimens. HL is particularly important for students to obtain in their nursing school curriculum in order to effectively communicate health information with those at-risk patients. McLeary-Jones (2012) found that nursing students developed greater knowledge when HL was implemented into the nursing curriculum.

Health literacy was incorporated into the theory section of a senior baccalaureate nursing course in 2012. Subsequently, a health fair activity was incorporated into the clinical component of the course in 2013 as a solution to address the lack of available community clinical sites (Bouchard & Swan, 2017). Senior nursing students use a three-fold body systems-based approach, anatomy and physiology, chronic diseases and health conditions, and health promotion including handouts in community-based settings. Students are responsible for the development of an outline and three learner objectives. Faculty provide resources for students to develop the outline in a designated content area within the course located in the University’s learning management system. Also, handouts are selected from the learning management, with consideration for appropriate health literacy levels for the respective populations.

Upon completion, faculty signs off on the outline prior to the health fair. In the scope of the activity the students are tasked with translating the same topic incorporating appropriate level of health literacy for inmates in a minimum, medium, or maximum prison setting and Title 1, four (4) year old, preschool students. Students complete a reflective journal following the activities. Qualitative data has been collected and findings will be provided in the presentation. Lessons learned including student feedback, was incorporated into subsequent health fair activities.