서 론
연구의 필요성
연구 방법
문헌 검색 및 선택 과정
Table 1
References | Coleman et al., 2013 [14] | Toronto, 2016 [17] | Karuranga et al., 2017 [16] | Chang et al., 2017 [20] | Cesar et al., 2022 [21] | Tsai et al., 2024 [6] | |
---|---|---|---|---|---|---|---|
Country | United States | Canada | European countries | China | Brazil | Taiwan | |
Language version | English | English | English | Chinese | Portuguese | Chinese | |
Purpose | To identify a set of HL educational competencies and target behaviors, or practices, relevant to the training of all healthcare professionals | To identify a prioritized set of core HLC for nurses | To refine HLC for health personnel in 13 European countries | To achieve consensus on a set of competencies for health professional based on a literature review and expert consultation | To identify a set of competencies of health personnel for the practice of health literacy in Brazil | To validate and refine a set of HLC, and to prioritize the importance of HL practices among healthcare professionals | |
Method | Develop 64 initial items based on literature reviews with Bloom taxonomy 4 rounds modified Delphi process | Modify Coleman et al. (2013) items 3 rounds e-Delphi process | Modify Coleman et al. (2013) items 3 rounds e-Delphi process | Develop items on literature reviews and interviews with 15 health practitioners 3 rounds e-Delphi process | Develop items on literature review and interviews with 46 health practitioners 4 rounds e-Delphi process | Modify Coleman et al. (2013) items 3 rounds e-Delphi process, Q methodology (practice) | |
No. of expert panel | 23 Health education professional organizations | 41 Nurse HL research experts | 20 HL experts and health care experts from 10 professional fields | 24 Health professionals (12 academic areas and 12 practice areas) | 25 Health profession | 20 Health professionals in HL-related work or HL research field | |
Expert field | Medicine, nursing, pharmacy, allied health, chiropractic, dental, health administration, optometry, physician assistant, public health | Nursing | Medicine, nursing, pharmacy, psychology, nutrition, occupational therapy, cognitive-behavioral therapy, others | N/R | Medicine, nursing, pharmacy, dental, audiology, physical therapy, nutrition | Medicine, nursing, pharmacy, public health, communication/linguistic | |
Expert inclusion criteria | FASHP key informants and pharmacy educators | Nurses who had first author in HL-related publications and professional health literacy HL web site | Professionals who had a long history in HL and primary care research and practice through European HL network, health communication network | Professionals who had received a government funded health literacy grant, who had published research article | Who having a degree health care, have experience in direct patient, family or community care, have at least one HL publication in the last five years | Who had 3 or more years of work experience in HL area and published at least one original article a first author, had 5 or more years work experience in HL area and completed at least one systematic review as a first or corresponding author, had experience HL-related work for 5 or more years | |
Rating criteria, decision rule | Appropriateness Importance with 4-point Likert scale, 70%≤agreement | Importance with 5-point Likert scale, 90%≤agreement | Appropriateness Importance with 4-point Likert scale, 70%≤agreement | Importance with 5-point Likert scale, 4<mean and 1.0<mode, 80%≤agreement | Importance with 5-point Likert scale, 90%≤agreement | Appropriateness Importance with 4-point Likert scale, 70%≤agreement | |
Sub domain |
Educational competency -Knowledge -Skills -Attitude Practice |
Educational competency -Knowledge -Skills -Attitude |
Educational competency -Knowledge -Skills -Attitude Practice |
-Knowledge -Skills |
-Knowledge -Skills -Attitude |
-Knowledge -Skills -Attitude -Practice |
|
Final items | Educational competency 62 items (K24,S27,A11), Practice 32 items Total 94 items | Educational competency 50 items (K22,S16,A12) | Educational competency 56 items (K20,S25,A11) Practice 38 items Total 94 items | Knowledge 27 items Skills 65 items Total 92 items | Knowledge 6 items Skills 16 items Attitude 6 items Total 28 items | Knowledge 12 items Skills 21 items Attitude 9 items Practice 32 items Total 74 items | |
Response type | Subjective | Subjective, 5-point Likert scale | Subjective | Subjective, 5-point Likert scale Objective (K14) | Subjective | Subjective | |
Measurement test | N/R | N/R | N/R | Construct validity: EFA(+), CFA(+) Reliability Knowledge 9 items Skills 40 items [19] | N/R | N/R |
도구의 영역별 속성 분석
Table 2
Coleman et al., 2013 [14] | Toronto, 2016 [17] | Karuranga et al., 2017 [16] | Chang et al., 2017 [20] | Cesar et al., 2022 [21] | Tsai et al., 2024 [6] | Overlap percentage (%) | |
---|---|---|---|---|---|---|---|
Knowledge domain | |||||||
Total items | 24 | 22 | 20 | 27 | 6 | 12 | |
Assessment | ● (1) | ● (1) | ○ (1) | ○ (1) | ○ (1) | 50.0 | |
Basic literacy skills | ● (2) | ● (3) | ● (2) | ○ (1) | ● (1) | ○ (2) | 83.3 |
Behavioral characteristics of low HL | ● (2) | ● (2) | ● (2) |
○(1) ◐(15) |
● (1) | ● (2) | 100.0 |
Context specific | ● (1) | ● (3) | ● (1) | ○ (2) | ● (1) | 66.7 | |
Definition of HL | ● (1) | ● (1) | ◐(1) | ○ (1) | ○ (1) | 50.0 | |
Easy-to-read materials | ● (1) | ● (1) | ● (1) |
○(1) ○ (2) |
◐ (1) | ○ (1) | 83.3 |
Educational strategy | ● (1) | ● (1) | ● (1) | ○ (1) | 50.0 | ||
Evaluation of intervention | ○ (1) | 0.0 | |||||
Influencing factors on HL | ● (4) | ● (5) |
○ (1) ● (3) |
○ (3) | ○ (1) |
○ (1) ● (3) |
83.3 |
Plain language | ● (3) | ● (3) | ● (3) | ○ (1) |
○ (1) ● (2) |
83.3 | |
Patient-centered approach |
○ (1) ● (1) |
16.7 | |||||
Risk group of HL | ● (2) | ● (1) |
○ (1) ● (1) |
○ (1) ● (1) |
66.7 | ||
HL and health outcomes | ● (3) | ● (1) |
● (1) ○ (2) |
○ (3) ○(1) |
○ (1) ● (1) |
● (2) ○ (1) |
100.0 |
Teach-back | ● (1) | ● (1) | ● (1) | 50.0 | |||
Universal precaution | ● (1) | ● (1) | ● (1) | 50.0 | |||
Using resources (community) | ● (1) | ● (1) | ● (1) | ○ (1) | 50.0 | ||
Using resources (family) | ● (1) | 16.7 | |||||
Attitude domain | |||||||
Total items | 11 | 12 | 11 | - | 6 | 9 | |
Autonomy | ● (1) | ● (1) | ● (1) | - | ● (1) | 66.7 | |
Confidence | ○ (1) | 0.0 | |||||
Cultural consideration | ● (1) | ● (1) | - | ● (1) | 50.0 | ||
Effective communication | ● (1) | ● (1) | ● (1) | - | ● (1) | 66.7 | |
Empathy | ● (2) | ● (2) | ● (2) | - | ● (1) | ● (2) | 83.3 |
Shared decision | ● (1) | ● (1) | ● (1) | - | ● (1) | 66.7 | |
Non-judgemental approach | ● (1) | ● (2) | ● (1) | - | ● (2) | ● (1) | 83.3 |
Proactive approach | ● (1) | ● (2) | ● (1) | - |
○ (1) ● (1) |
● (1) | 83.3 |
Responsibility | ● (2) | ● (2) | ● (2) | - |
○ (1) ● (2) |
○ (1) ● (1) |
83.3 |
Universal precaution | ● (1) | ● (1) | ● (1) | - | ○ (1) | 50.0 | |
Skills domain | |||||||
Total items | 27 | 16 | 25 | 65 | 16 | 21 | |
Assessment | ● (1) | ● (1) |
○ (1) ● (1) |
● (5) |
○ (1) ◐ (3) |
● (1) | 100.0 |
Communication skills | ● (5) | ● (2) | ● (5) |
● (4) ◐ (1) |
● (1) |
● (4) ○ (1) |
100.0 |
Cultural consideration | ● (1) | ● (1) | ● (1) | ● (1) | ● (1) | ● (1) | 100.0 |
Easy-to-read materials | ○ ( 8) | ● (4) |
● (7) ○ (2) |
◐ (4) ● (4) |
● (2) |
○ (3) ◐ (1) ● (4) |
100.0 |
Education strategy | ● (3) | ● (1) |
○ (1) ● (3) ◐ (1) |
○ (2) ● (14) ◐ (1) |
○ (4) ◐ (2) |
● (3) | 100.0 |
Educational evaluation |
○ (1) ● (4) |
16.7 | |||||
HL environment |
○ (1) ● (6) |
16.7 | |||||
HL and health outcomes |
● (4) ○ (1) |
16.7 | |||||
Shared decision | ● (1) | ● (1) | 33.3 | ||||
Plain language | ● (2) | ● (2) | ● (2) |
● (1) ◐ (2) |
● (1) |
● (1) ○ (1) |
100.0 |
Teaching skills patients with low HL | ● (4) |
● (2) ◐ (1) |
● (3) ○ (1) |
● (5) ◐ (2) |
◐ (3) ○ (2) |
● (4) | 100.0 |
Teach back | ● (1) | ● (1) | ● (1) |
● (1) ◐ (4) |
- | ● (1) | 83.3 |
Using resources | ● (2) | ● (1) |
○ (1) ● (1) |
● (4) ◐ (1) |
● (1) ◐ (1) ○ (3) |
● (1) ○ (1) |
100.0 |
Table 3
Coleman et al., 2013 [14] | Toronto, 2016 [17] | Karuranga et al., 2017 [16] | Chang et al., 2017 [20] | Cesar et al., 2022 [21] | Tsai et al., 2024 [6] | Overlap percentage (%) | |
---|---|---|---|---|---|---|---|
Practice domain | |||||||
No. of items | 32 | - | 38 | - | - | 32 | |
Assessment | ● (1) | - | ● (1) | - | - | ● (1) | 100.0 |
Cultural consideration | ● (1) | - | ● (1) | - | - | ● (1) | 100.0 |
Communication | ● (4) | - |
○ (1) ● (4) |
- | - | ● (4) | 100.0 |
Easy-to-read materials |
○ (1) ● (6) |
- | ● (7) | - | - | ● (6) | 100.0 |
Plain language | ● (1) | - | ● (1) | - | - | ● (1) | 100.0 |
Education strategy | ● (2) | - |
○ (2) ● (2) |
- | - | ● (2) | 100.0 |
HL environment | ● (4) | - | ● (7) | - | - | ● (4) | 100.0 |
HL universal precaution | ● (1) | - | ● (1) | - | - | ● (1) | 100.0 |
Patient-centered approach | ● (5) | - | ● (6) | - | - | ● (5) | 100.0 |
Shared decision | ● (1) | 33.3 | |||||
Teach back | ● (1) | - | ● (1) | - | - | ● (1) | 100.0 |
Teaching skills patients with low HL | ● (4) | ● (5) | ● (4) | 100.0 | |||
Using resources | ● (2) | - |
○ (1) ● (1) |
- | - | ● (2) | 100.0 |