Table 3 Characteristics of health literacy interventions and resulting health gains
Authors, year, reference | Health literacy level according to the Nutbeam model [5] | Health literacy dimension | Intervention type | Individual benefits (knowledge, motivation, and skills) | Health gains |
|---|---|---|---|---|---|
Bendtsen et al. 2020 [24] | Functional, Interactive | Health promotion | Web based Tailored information | Knowledge about positive mental health Ability to act independently, increasing motivation and confidence to act on mental health advice | ↑ levels of positive mental health ↑ emotional, social and psychological wellbeing ↓ levels of stress and anxiety |
Hall et al. 2018 [25] | Functional, Interactive | Health promotion | Tailored information | Knowledge of mental health and sleep quality Motivation and confidence to act on advice received can increase ability to act independently | ↑ subjective sleep quality, sleep latency and habitual sleep efficiency ↓ depression, anxiety and stress |
Wong et al. 2021 [26] | Functional, Interactive | Disease prevention | Web based | Knowledge about sexual health information Self-confidence to act on advice received can increase one's capacity to act independently | ↔ Consistency of condom use ↑ knowledge, attitudes, norms, and self-efficacy for condom use |
Saleh et al. 2021 [27] | Functional, Interactive | Health promotion | Web based | knowledge of stress management Confidence to act on advice received can increase ability to act independently (cope better with stressful situations) | ↑ self-esteem, perceived stress, satisfaction with studies, and in the somatic symptoms, anxiety and insomnia and severe depression |
Apolinário-Hagen et al. 2021 [28] | Interactive | Healthcare | Only information transmission | Confidence in acting on received advice can increase the ability to use electronic mental health services independently | ↑ influences of source credibility and perceived similarity on attitudes towards preventive eMHS ∅ information on changing attitudes towards eMHS for coping with stress |
Heeren et al. 2017 [29] | Functional | Health promotion Disease prevention | Multi-component programme | Knowledge of the importance of health promotion and disease prevention | ↑ knowledge of physical activity guidelines ↑ number of days of vigorous and moderate-intensity aerobic activity, but not strength-building activity ↓ self-reported servings of fried foods |
Kim et al. 2018 [30] | Interactive | Health promotion | Information on numerical concepts | Ability to act independently in promoting physical activity | ∅—physical activity at moderate or vigorous intensity |
Rosenberg & Hamiel 2018 [31] | Interactive | Health promotion | Group-based | Ability to act independently to reduce test anxiety Confidence to act on advice received | ↑ psychological wellbeing ↓ test anxiety symptoms ↓ symptoms of depression and anxiety |
Viskovich & Pakenham 2019 [32] | Interactive | Health promotion | Web based | Ability to act independently to promote mental health Motivation to promote mental health | ↑ increased well-being, self-compassion and academic performance ↓ symptoms of depression, anxiety and stress |