McCaskill Angela, Gasch-Gallen Angel, Montero-Marco Jesica
Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral, s/n 50009, Zaragoza, Spain.
Research Unit, Hospital Clínico Universitario Lozano Blesa, Avda. San Juan Bosco, 15, Zaragoza, 50009, Spain.
BMC Nurs. 2024 Oct 25;23(1):786. doi: 10.1186/s12912-024-02447-1.
Patient health literacy (HL) affects health and wellbeing on both individual and population levels. The ability to receive, understand, manage and act upon health information can be positively influenced by nurses' use of HL strategies. This study examined the relationship between nurses' use of a HL checklist (intervention) and before and after patient HL scores, and the effects of frequency and types of strategies used in specialty consultations in Spain.
This quasi-experimental, non-randomized study used the HLS-Q12 to calculate HL scores for 149 patients. Calculations were performed both before and after a nursing intervention that consisted of using a HL checklist. Paired samples t-test assessed the difference between patient HL scores pre- and post-nurse intervention. Frequency analysis and Pearson correlation where used to examine frequencies of nursing HL strategies used and associations with HL scores.
The mean difference between the HLS-Q12 scores before and after intervention was - 9.94, with a standard deviation of 11.50. There was a statistically significant effect of the intervention on HL score (t = -10.00, p < 0.001). No participant had HL classified as 'inadequate' after the nursing intervention. Verbal teach back method was the most frequent strategy used by nurses, and the use of a computer image was the most frequent visual aid.
The use of a standardized HL intervention by nurses was shown to have a positive effect on patient general HL scores in specialty consultations in Spain. These results not only suggest that the use of a HL checklist can be an effective HL tool, but also reinforce the potential of nurses to make a positive impact on both individual and population health. Overall, these findings provide data that can be used by health systems, hospitals management, and nurse education programs to adopt strategies to improve patient HL and health outcomes, while potentially lowering costs and ineffective resource utilization related to inadequate HL.
患者健康素养（HL）在个体和群体层面都会影响健康与幸福。护士运用健康素养策略能够对患者接收、理解、管理健康信息并据此采取行动的能力产生积极影响。本研究探讨了护士使用健康素养清单（干预措施）与患者健康素养得分前后变化之间的关系，以及西班牙专科会诊中所使用策略的频率和类型的影响。
这项准实验性、非随机研究使用健康素养量表（HLS-Q12）计算了149名患者的健康素养得分。在一项包括使用健康素养清单的护理干预前后均进行了计算。配对样本t检验评估了护士干预前后患者健康素养得分的差异。使用频率分析和皮尔逊相关性分析来研究护士使用的健康素养策略的频率及其与健康素养得分的关联。
干预前后HLS-Q12得分的平均差异为-9.94，标准差为11.50。干预对健康素养得分有统计学上的显著影响（t = -10.00，p < 0.001）。护理干预后，没有参与者的健康素养被归类为“不足”。言语反馈法是护士最常使用的策略，而使用计算机图像是最常使用的视觉辅助工具。
在西班牙的专科会诊中，护士使用标准化的健康素养干预措施对患者的总体健康素养得分有积极影响。这些结果不仅表明使用健康素养清单可以成为一种有效的健康素养工具，还强化了护士对个体和群体健康产生积极影响的潜力。总体而言，这些发现提供的数据可供卫生系统、医院管理部门和护士教育项目采用相关策略来提高患者的健康素养和健康结果，同时有可能降低与健康素养不足相关的成本和无效资源利用。
