Health literacy as a learning outcome in schools

Abstract

PurposeTo define health literacy as a learning outcome in schools, and to describe the learning conditions that are relevant for targeting health literacy. Design/methodology/approachThis paper draws on theoretical and empirical educational literature, and also the experiences of the authors. FindingsHealth literacy is defined as consisting of five core components: (1) theoretical knowledge, (2) practical knowledge, (3) critical thinking, (4) self-awareness, and (5) citizenship. The first three components are rather similar to the commonly-accepted health literacy concept, but the definition given in this paper expands the concept via two additional -but essential -components. It is emphasized that when one is aiming to develop students' internal capacity to construct their own meanings regarding health topics, these two additional components are called for. We argue that one of the main aims of health teaching in schools should be to foster students' ability to define their own beliefs, identity and social relations. Moreover, if we wish students to become responsible citizens, acting in an ethically responsible way, competencies such as ethical reflection skills should be developed in schools. We also highlight the fact that the development of certain health literacy components calls for particular kinds of learning conditions. Originality/value2 The paper identifies the core components of health literacy as a learning outcome and gives practical examples of means to achieve a particular target.

Subjective health literacy: Development of a brief instrument for school-aged children

“…Paakkari's [26] conceptualization of HL as a learning outcome was chosen to guide the construction of the items. Their conceptualization of HL and its components is based on an understanding that HL can be explicitly defined, operationalized, and translated into pedagogical practices.…”

“…Through health literacy competencies people become able to understand themselves, others and the world in a way that will enable them to make sound health decisions, and to work on and change the factors that constitute their own and others' health chances´. [26,136] This definition of HL incorporates five core components: theoretical knowledge, practical knowledge, individual critical thinking, self-awareness, and citizenship (Table 2). These components (in other words broader competence areas) are partly overlapping, and they are not necessarily fully hierarchical, even if some elements of a hierarchy can be found.…”

Media Health Literacy, eHealth Literacy, and the Role of the Social Environment in Context

“…This may be the result of education acting as a SES proxy [22], as well as skill sets developed through educational settings in the lifespan, particularly following secondary school. This standpoint is supported by scholars who closely link the development of health literacy to school health education [5,58]. Still, caution needs to be exercised, so as not to interpret these findings as limitations of populations with low educational backgrounds, nor to conclude that formal education is the only key to improving general health literacy, Media Health Literacy and eHealth Literacy.…”

Health literacy as a challenge for health education

“…An outcome -education directs every part of the educational process and educational system around the proposed and desirable outcomes -clearly state the expected knowledge, skills, attitudes and competencies. It makes the learning process more targeted and well organized because it is oriented toward educational experience and persuasion that each student should have achieved the goal [23]. Apart from this thoughtfully and clearly defined learning outcomes help to plan, organize and guide educational programs (content) and learning process (methods) [23].…”