The purpose of this qualitative grounded theory research was to explore the health literacy experiences of older adults to develop a theory promoting effective education strategies. Interviews were conducted with 10 adults 65 years or older in Toronto, Canada. The data analysis contributed to the development of a substantive theory based on the concept of quest. Older adults’ quests for health literacy involved searching for information from diverse learning sources, using new skills to attain desired results, and achieving learning outcomes. Four factors influencing this complex process included interactions with health professionals, personal factors, social factors, and experiences. Recommendations for health education leaders to promote effective education strategies were aimed at: improving older adults’ learning opportunities, advancing the teaching practices of health professionals, and advocating for social policy changes. Recommendations for future research were also proposed.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 72/01, Dissertation Abstracts International|
|Subjects:||Gerontology, Educational leadership, Aging, Health education|
|Keywords:||Adult education, Gerontology, Health literacy, Older adults, Seniors|
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