The Montana State University Conceptual Model of Complementary and Alternative Medicine Health Literacy

Abstract

This article aims to present and describe a model of complementary and alternative medicine (CAM) health literacy. The model is the conceptual basis for CAM health literacy, which is operationally defined as the information about CAM needed to make informed self-management decisions regarding health. Improving health literacy is a national priority, and widespread use of CAM has added to the complexity of this task. There are no currently available models or measures of health literacy regarding CAM. The authors developed the model using an iterative process of deriving concepts, constructs, and empirical indicators from the literature and the author’s prior work, review and critique by experts, and revision. The model of CAM health literacy can serve as the basis for future research on the use and efficacy of CAM and the constructs and concepts within it can be used to identify points of intervention for research or for clinical practice. It is anticipated that the model will have scientific and clinical application for assessing health literacy in other self care decision-making situations.

Moving towards a Comprehensive Approach for Health Literacy Interventions: The Development of a Health Literacy Intervention Model

“…Of the 22 models included in the literature review, most were based on existing literature on health literacy [ 7 , 9 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. Others were primarily based on more general theories and concepts [ 8 , 22 , 23 , 24 , 25 ], concept mapping [ 26 ], practical experiences [ 27 ], or combinations of these sources [ 28 , 29 ].…”

“…Regarding the characteristics of the models, 16 primarily focused on associations of health literacy with determinants and outcomes [ 7 , 8 , 9 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 27 , 29 ], and of these, 15 included determinants of health literacy at the level of the individual (e.g., educational level, age, cognitive skills) [ 7 , 8 , 9 , 11 , 12 , 13 , 14 , 16 , 17 , 18 , 19 , 20 , 21 , 27 , 29 ]. Most of these models also included intermediate outcomes between health literacy and health outcomes (e.g., knowledge, health behaviors, self-care) [ 7 , 8 , 9 , 11 , 12 , 13 , 16 , 18 , 19 , 20 , 21 , 27 , 29 ].…”

Complementary Medicine Health Literacy among a Population of Older Australians Living in Retirement Villages: A Mixed Methods Study

“…An increasing number of adults older than 65 years are seeking information on the internet [ 26 ], with 38% of seniors using the internet; however the majority (75%) do not consistently check the source and date of information found. Responses from interviews also indicated that the information on the internet frequently influenced CM decision-making, and Shreffler-Grant et al have identified that many of these sites make unsubstantiated claims to treat, prevent, diagnose, and/or cure specific diseases [ 27 ]. Low health literacy around these domains highlights the potential for older vulnerable people to be misinformed and to make inappropriate self-care decisions.…”

Instrument to Measure Health Literacy About Complementary and Alternative Medicine

“…The research team developed a conceptual model of CAM health literacy to guide the development of a measure of CAM health literacy (Shreffler-Grant, Nichols, Weinert, & Ide, 2013b). The model was constructed through a lengthy iterative process of deriving constructs, concepts, and empirical indicators from the literature and the research team’s prior work, review and critique by experts, and extensive revision.…”