Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century

By Don Nutbeam. 2000

4,865 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/4b2edc2f506ebfb43ea23d54304e8af6ce90b61d

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Speech and Hearing

Citations in the corpus

Engaging Solidarity in Data Collection Practices for Community Health (2018, background): “The varying health literacies [58] of the ASHAs and survey respondents also affected data collection.”
Defining food literacy and its components. (2014, background): “These experts were asked: what they thought were the knowledge and skills needed to use foods to meet individual needs, how these were different or similar to those needed to meet nutrition needs; and the applicability of a health literacy continuum to describe these (Nutbeam, 2000).”
Knowledge is not power for patients: a systematic review and thematic synthesis of patient-reported barriers and facilitators to shared decision making. (2014, background): “Individual capacity to participate is linked to how much knowledge a patient has and how much power they have, or their perceived capacity to influence the decision-making encounter [74,75] (see Fig.”
Health literacy : a prescription to end confusion (2004, background): “A definition of health literacy that does not recognize the potential effect of cultural differences on the communication and understanding of health information would miss much of the deeper meaning and purpose of literacy for people (Nutbeam, 2000).”
A Systematic Review of the Literature (2019, positive): “capacity of professionals and institutions to communicate effectively so that community members can make informed decisions and take appropriate actions to protect and promote their health (American Medical Association & Council on Scientific Affairs Ad Hoc Committee on Health Literacy, 1999; Instit”
Health literacy: addressing the health and education divide. (2001, methodology): “Along these lines, a first step towards measurement could be agreement on the key domains for health literacy by using, for example, the three areas that have been proposed by Nutbeam (2001): • functional health literacy; • interactive health literacy; and • critical health literacy.”
eHEALS: The eHealth Literacy Scale (2006, background): “Health literacy has been identified as a public health goal for the 21st century and a significant challenge facing health care globally [5-7].”
eHealth Literacy: Extending the Digital Divide to the Realm of Health Information (2012, background): “eHealth literacy, which includes the component of health literacy [3-5], effectively links health consumers to the outcomes typical of Internet use—that is, opportunities, possible harm [6], and inequalities (eg, being part of a minority or disenfranchised group [7-9], education [10-13], age [13-15]”
Understanding and Responding to Health Literacy as a Social Determinant of Health. (2020, background): “As is the case in general literacy and numeracy, differences in personal skills have been categorized as functional, interactive, and critical health literacy (43).”
Literacy and health outcomes (2006, background): “working knowledge of disease processes, self-efficacy, and motivation for political action regarding health issues.(3) Instruments for measuring literacy in the health care setting have focused on the ability to read and, in some cases, to use numbers.”
Food literacy competencies: A conceptual framework for youth transitioning to adulthood (2018, positive): “These included Nutbeam’s three levels of health literacy, which include but move beyond knowledge transfer (functional) to development of per‐ sonal skills (interactive), and personal and community empower‐ ment (critical) as educational goals (Nutbeam, 2000).”