School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia.
University of Southern Denmark, Odense, Denmark.
J Clin Nurs. 2023 Oct;32(19-20):7495-7508. doi: 10.1111/jocn.16809. Epub 2023 Jun 20.
Nurses are fundamental in presenting information to their patients to ensure understanding of information, and health directions enabling improved health outcomes. Limited research exists exploring how nurses assess patient's health literacy in Australia.
To explore Australian nurses' perceptions of patients' health literacy and how nurses assess health literacy to provide patient education.
A qualitative study underpinned by phenomenology.
Registered Nurses (N = 19) across five Queensland hospitals participated in semi-structured interviews which explored nurses' assessment of patient's health literacy level and their practices of delivering education. The transcripts were analysed using an inductive process with interpretative analysis.
Four themes were identified: how we assess patient health literacy; challenges with health literacy assessment; consumer focused assessment; and building assessment strategies. Participants relied on cues from the patient to identify when information has not been understood. Participants felt that online training programs in the workplace would assist in education for assessment techniques; identification of patients with low health literacy; and how to best communicate with patients that have low health literacy.
Formal health literacy assessments should be introduced to hospitals in Australia, but training is required to enable the nurse, the confidence and ability for health literacy assessment. Tailored education based on health literacy assessment would enhance the patient's understanding and improve discharge planning, which may reduce health service costs and readmissions.
The Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative research were followed.
Registered Nurses (N = 19) participated in qualitative interviews, providing data for analysis.
This study shows that nurses are already conducting informal assessments, simply by using observation and looking for cues. More education for nurses about health literacy and how to tailor their discussions with patients will improve communication.
护士在向患者提供信息方面起着至关重要的作用，以确保患者理解信息并了解健康指导，从而改善健康结果。在澳大利亚，关于护士如何评估患者的健康素养的研究有限。
探索澳大利亚护士对患者健康素养的看法，以及护士如何评估健康素养以提供患者教育。
以现象学为基础的定性研究。
来自昆士兰州五家医院的注册护士（N=19）参与了半结构化访谈，探讨了护士评估患者健康素养水平的方法以及他们提供教育的实践。使用解释性分析对转录本进行了归纳过程分析。
确定了四个主题：我们如何评估患者的健康素养；健康素养评估面临的挑战；以消费者为中心的评估；以及建立评估策略。参与者依靠患者的线索来确定信息是否未被理解。参与者认为，工作场所的在线培训计划将有助于教育评估技术；识别健康素养较低的患者；以及如何与健康素养较低的患者进行最佳沟通。
澳大利亚的医院应引入正式的健康素养评估，但需要培训以使护士有信心和能力进行健康素养评估。基于健康素养评估的量身定制的教育将增强患者的理解能力，并改善出院计划，从而可能降低医疗服务成本和再入院率。
遵循了针对定性研究的统一报告标准（COREQ）准则。
注册护士（N=19）参与了定性访谈，为分析提供了数据。
这项研究表明，护士已经在进行非正式评估，只需通过观察和寻找线索即可。为护士提供更多关于健康素养以及如何与患者进行个性化讨论的教育，将改善沟通。
