The purpose of this modified Delphi study was to obtain consensus from health literacy experts on the essential health literacy competencies for health professionals. The competencies agreed upon by health literacy experts can serve as a foundation to create and evaluate health literacy curricula for health professionals. Reports in the literature indicate that health professionals are ill prepared to mitigate the consequences of limited health literacy for at-risk populations. Most prelicensing curricula of health professionals do not cover health literacy. Agreeing on core competencies is the first step in curriculum design. An extensive literature review was conducted and potential health literacy competencies extracted. The competencies were organized in eight domains for practicality: health literacy conscientization, health literacy concept, assessment, the patient/health professional encounter, tailored patient teaching, plain written communication, evidence-based practices, and scholarship and leadership in health literacy. Two rounds of a modified Delphi approach included 20 expert panelists in health literacy that reviewed the potential literacy competencies presented. Consensus was achieved in a round if the mean was 4.40 or greater, the interquartile deviation was equal to or less than 1.25, and the percentage of the experts who rated a statement positively (i.e., 4= somewhat important, or 5= very important) was at least 80% or over. Qualitative feedback for each statement had to reflect the right choice of words and meaning. At the end of Round 2, the panelists had rated 105 statements, reached consensus on 64 competencies (67%), and failed to reach consensus on 41 competencies (43%). Insights into health literacy are derived from both the statements that achieved consensus and from those that did not.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 76/06(E), Dissertation Abstracts International|
|Subjects:||Public Health Education, Public health, Continuing education, Health education, Curriculum development|
|Keywords:||Competencies for health professionals, Create curricula, Evaluate curricula, Health literacy|
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