The purpose of this Modified Delphi study was to identify health literacy competencies to be taught in an associate degree-nursing program. The study was conducted to examine how nurse educators could improve the qualities of nursing students to identify patients with low health literacy skills. Nurses consist of the largest profession within the health care field, and thus exiting nursing students who enter the profession will need to educate patients according to the patient’s level of understanding and literacy skills. This research study answered the research question by identifying five health literacy competencies to be taught to nursing students in a two-year nursing program. The study used an expert panel during the pilot study to test the questionnaire followed by three iterative rounds with nine nurse educators. Benner’s nursing proficiency theory supported how students progressed from novice to advanced beginner upon graduation from a nursing program. Knowles’ theory of andragogy suggested that adult learners are motivated in classroom settings. In addition, Bloom’s taxonomy is used by nurse educators to increase critical thinking skills via examinations and the National League for Nursing established the way that competency is attained in the academic setting. The results from the study verified that nursing students must be able to use skills such as active listening, critical thinking, communication, respect, and professional behavior as health literacy competencies so patients are educated at their level of understanding.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 77/04(E), Dissertation Abstracts International|
|Subjects:||Adult education, Nursing, Health education|
|Keywords:||Associate degree program, Competencies, Health literacy, Nurse educators, Nursing competencies, Nursing program|
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