Veidlapa Nr. M-3 (8)
Study Course Description
Health Literacy
Course Code
SVUEK_137
Branch of Science
Clinical medicine; Public and environmental health
ECTS
3.00
Target Audience
Public Health
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Inese Stars
Structure Unit Manager
Anda Ķīvīte-Urtāne
Structural Unit
Institute of Public Health
Contacts
Riga, 9 Kronvalda boulevard, svek@rsu.lv, +371 67338307
About Study Course
Objective
The aim of the study course is to improve students' knowledge and understanding of health literacy as one of the central pillars of public health, revealing the health literacy concept's complexity, contextuality and diversity; presenting the possibilities of measuring and promoting health literacy in different groups of society, as well as analyzing research on the association between health literacy and health behaviour. The course will focus on these questions based on current research and theory in the field of health literacy.
Preliminary Knowledge
Public health, epidemiology, health education, pedagogy.
Learning Outcomes
Knowledge
1.By studying the study course, the student will be able to: 1. Describe the theoretical underpinnings of health literacy, emphasizing health literacy from the perspective of public health. 2. Represent health literacy as a contextually diverse social phenomenon. 3. Name and describe different types of health literacy. 4. Reflect on health literacy as a public health concept and its relevance for promoting public health.
Skills
1.While studying the study course, the student will be able to: 1. Discuss the possibilities of measuring health literacy. 2. Choose the most suitable tool for measuring health literacy in the specific situation and justify its choice. 3. Discuss the possibilities of promoting health literacy in different groups of society. 4. Choose pedagogical methods and techniques for promoting health literacy in different contexts and justify their choice; demonstrate examples of specific methods and techniques.
Competences
1.By learning the study course, the student will be competent: 1. Discuss and critically evaluate health literacy research. 2. Analyze the relationships between health literacy and health behaviour. 3. Based on theoretical knowledge and research results, provide ideas and examples of how to integrate health literacy into public health practice.
Assessment
Individual work
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Individual work |
-
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-
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Within the framework of the study course, students: 1) conduct an independent study of theoretical literature on each topic of the study course; 2) get acquainted with research on health literacy and health behaviour; 3) prepare a presentation with a summary of three studies on the relationship between health literacy and a specific (freely chosen) health behaviour; 4) prepares a package of pedagogical methods and techniques for promoting health literacy in a specific group of society.
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Examination
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Examination |
-
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-
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During the course, the student prepares and submits two papers comparable to a report: 1) a written paper on the relationship between health literacy and health behaviour; 2) written work on the possibilities of promoting health literacy.
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2.
Examination |
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10 points
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1. Class attendance and participation in class activities (required to obtain a successful grade for course attendance). 2. Submitted a presentation on research on the relationship between health literacy and specific health behaviour (50%). 3. Submitted written work on methods and techniques of promoting health literacy for a specific audience (50%). |
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Study Course Theme Plan
FULL-TIME
Part 1
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Theoretical principles (background) of health literacy
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
|
Theoretical principles (background) of health literacy
|
-
Lecture
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Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
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Topics
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Contextuality and diversity of health literacy (child and adolescent health literacy; digital health literacy; public health literacy; organizational health literacy, etc.)
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-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Study room
|
2
|
Topics
|
Contextuality and diversity of health literacy (child and adolescent health literacy; digital health literacy; public health literacy; organizational health literacy, etc.)
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Contextuality and diversity of health literacy (child and adolescent health literacy; digital health literacy; public health literacy; organizational health literacy, etc.)
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
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2
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Topics
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Measuring health literacy in the population
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
|
Measuring health literacy in the population
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-
Lecture
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Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
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Topics
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Promotion of health literacy in different social groups
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Study room
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2
|
Topics
|
Promotion of health literacy in different social groups
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Promotion of health literacy in different social groups
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
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Interrelationships between health literacy and health behavior
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-
Class/Seminar
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Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
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Topics
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Interrelationships between health literacy and health behavior
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Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Nutbeam, D. 2000. Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15 (3), 259–267.
2.
Nutbeam, D., Lloyd, J. E. 2021. Understanding and Responding to Health Literacy as a Social Determinant of Health. Annual review of public health, 42, 159–173.
3.
Okan, O., Bauer, U., Levin-Zamir, D., Pinheiro, P., Sørensen, K., eds. 2019. International Handbook of Health Literacy: Research, practice and policy across the lifespan. Bristol: Policy Press, University of Bristol.
4.
Sørensen, K., Van den Broucke, S., Fullam, J., et al. 2012. Health literacy and public health: A systematic review and integration of definitions and models. BMC Public Health 12, 80.
5.
Urstad, K.H., Andersen, M.H., Larsen, M.H., et al. 2022. Definitions and measurement of health literacy in health and medicine research: a systematic review. BMJ Open, 12:e056294.
Additional Reading
1.
World Health Organization. 2022. Health literacy development for the prevention and control of noncommunicable diseases. Geneva.
Other Information Sources
1.
What Is Health Literacy? (CDC)
2.
Health literacy Europe
3.
The Action Network on Measuring Population and Organizational Health Literacy (M-POHL)