From: Health literacy in childhood and youth: a systematic review of definitions and models
No | Author | Factors that influence the development and maintenance of HL | Factors that are influenced by Health Literacy or impact on the relationship between HL & health outcomes |
---|---|---|---|
Children & Primary and Lower Secondary School Students | |||
2 | Paek et al. 2011 [28] | Demographics & Environments (Gender, Ethnicity, Residence (rural/urban), health status, environmental risk factors, access to health information. Socialization Process: - socialization agents a) interpersonal channel (parents, peer, school) vs. b) Media (push media: TV, Radio, Newspaper; pull media: Internet), - health information behaviour, frequent consumption of health information, source of health information | (Health) behavioural outcomes |
3 | Schmidt et al. 2010 [25] | n.m. | health behaviour (as intermediate health outcome) |
Young people & Secondary School Students | |||
4 | Manganello, 2008 [21] | - individual traits/characteristics: such as age, ethnicity, gender, cultural background, cognitive and physical abilities and social skills; - media use - peer and parental influences: home setting, parental (health) literacy; - systems: media, education and health care | Health behaviour: e.g. to be informed and skilled health care consumers, Health service use: e.g. to effectively navigate the health care system & use health insurance benefits Health costs |
5 | Massey et al. 2012 [33] | n.m. | - health environment requires individuals to be informed and skilled HC consumers, - overcome environmental & interpersonal barriers when interacting with the HC system |
6 | Paakkari & Paakkari, 2012 [8] | Learning process and learning environment/conditions: teaching methods for health literacy need to be age-adjusted, pupil-focused, reflective, through discussion and negotiation | Empowerment, be able to understand oneself, others and the world, make sound health decisions, contribute to changing the factors that impact one’s own health and the health of other |
7 | Rask, Uusiautti, Määttä, 2013 [29] | poverty, gender, cultural differences, level of education, social economic status | knowledge & skills in maintaining their own health, ability to discuss health-related social issues |
10 | Wharf Higgins et al., 2009 [27] | Mico context:- Internal influences: age, gender, beliefs, values, experiences, SES,- General literacy (ability to read/write, listen/speak, view/represent; - other abilities, e.g. technological abilities with information mediaMeso Context: - School, family, and peer factors affecting health (e.g. family SES, peer norms and behaviour, safe/healthy schools etc.)- Health curricula: teaching, assignments, activities, testing, resources, etc.Macro context: - External influences: societal, community and neighbourhood factors affecting health (e.g. community-level SES, culture, media, government policies, etc.). | To establish and maintain an individual’s health-related goals (e.g. do not drink before driving, to exercise) |
Different age groups or considering a life course perspective | |||
12 | n.m. | Health behaviour and health | |
13 | Mancuso, 2008 [34] | Competences: Operational (ability to utilize tools, procedures, and techniques for handling language proficiently), - Interactive (collaboration with others for individual improvement & enhancement through self-management.), - Autonomous (personal empowerment & self-awareness), - Informational (ability to determine authority and the currency of health information), - Contextual (mastery of the (health care) environment), - Cultural (ability to interpret the meaning system of social practices) | Healthcare costs, knowledge of diseases and treatments, self-management skills, ability to care for chronic conditions, compliance, medical or medication treatment errors - Access to and use of healthcare services - Use of expensive services such as emergency care and inpatient admissions - Prevention, screening, and health-promoting behaviours - Health status, defined as physical illness or perceptions of illness, disease or impairment |
14 | Martin & Chen, 2014 [24] | - parental health literacy & parental SES, health and health behaviour influence children health, school readiness, and academic outcomes; informal home setting, with downstream effects in formal academic setting; System influences and potential intervention point: - health and education setting/system, culture and society, | child HL influences HL as parents, parental SES, health, and health behaviours |
15 | Nutbeam, 2000 [35] | Health promotion actions: - Education (e.g. patient & school education, broadcast media and print media communication), - Social mobilization (e.g. community development, group facilitation, targeted mass communication), - Advocacy (e.g. lobbying, political organization and activism, overcoming bureaucratic inertia) | Individual benefits - Greater autonomy and personal empowerment - Improved knowledge of risks and health services - Compliance with prescribed actions. - Improved capacity to act independently on knowledge - Improved motivation and self-confidence - Improved individual resilience to adversity Community/social benefits - Increased participation in population health programmes - Improved capacity to influence social norms and interact with social groups. - Improved capacity to act on social and economic determinants of health - Improved community empowerment |
16 | Sanders et al. 2009 a [31] | Family factors: income, education, language, culture, social support; Social factors: geography, educational resources, public health support, environmental health Different systems: - Educational system (Preschool, K-12 curricula, adult education/job training), - Community systems (after-school programmes, culture/language, public health programmes), - Patient care environment (Provider skills, information tools), - Health systems (delivery system, information system) | Family health behaviours, Child health outcomes |
18 | Sørensen et al.,2012 [10] | Distal factors: - Social and environmental determinants (e.g. demographic situation, culture, language, political forces, societal systems); Proximal factors: - personal determinants (age, gender, ethnicity, socioeconomic status, education, occupation, employment, income, literacy), - situational determinants (e.g. social support, family and peer influences, media use and physical environment). | health service use, health costs, health outcomes, health behaviour, participation, empowerment, equity, sustainability |
19 | Wolf et al. 2009 [23] | n.m. | Health knowledge, health behaviour, health outcomes |
20 | Zarcadoolas et al., 2005/ 2003 [4] | Health status; Demographic, socio-political, psychosocial and cultural factors | Ability to apply information, to participate in public and private dialogues about health, medicine, scientific knowledge and cultural beliefs |