“The ability to read, write, and speak in English, and to compute and solve problems at levels of proficiency necessary to function on the job and in society, achieve one’s goals, and develop ones knowledge and potential” ( National Institute for Literacy, 1991 , p. 6).
Published in Chapter:
Health Literacy: An Essential Ingredient for Better Health Outcomes – Overview of Health Literacy Theoretical Concepts
Glenda Denson Knight (Cutting Edge Health Options, USA)
Copyright: © 2014
|Pages: 28
DOI: 10.4018/978-1-4666-6260-5.ch016
Abstract
The design of the U.S. healthcare system along with increasing expectations of individuals create barriers to health care. One barrier is limited Health Literacy (HL). This essential healthcare ingredient is often disregarded (Murphy-Knoll, 2007). There is debate concerning the definition of HL (Sorensen, Van den Broucke, Fullam, Doyle, Pelikan, Slonska, & Brand, 2012). Still, there is consensus that HL is necessary for quality healthcare (Parker & Gazmararian, 2003) and that HL deficiencies must be addressed. Limited HL independently contributes to poorer health status, greater risk of hospitalizations, and increased likelihood of mortality (Hanchate, Ash, Gazmararian, Wolf, & Paasche-Orlow, 2008; Jeppesen, Coyle, & Miser, 2009). Much is known about HL. Still, few advancements have been made due to gaps between what we know about HL, and the application of that knowledge (Ishikiawa & Kiuchi, 2010). The purpose of this chapter is to provide a HL overview and recommend improvement strategies.