Assessing the Effectiveness of Health Literacy Education by Nurses on Patient Self-Management Behaviors

Posted: Aug 24, 2015

• Reese Sullivan
• Ariana Chandler
• Caleb Torres

Abstract

Health literacy represents a critical determinant of patient outcomes, particularly in the context of chronic disease management where self-management behaviors play a pivotal role in health maintenance. The complexity of modern healthcare systems, coupled with the intricate nature of chronic conditions, necessitates that patients possess adequate health literacy skills to effectively navigate their care journey. Despite recognition of health literacy's importance, substantial gaps remain in understanding how structured educational interventions delivered by nurses specifically influence patient self-management behaviors. This study addresses this gap by examining the efficacy of a comprehensive health literacy education program implemented by nurses and its subsequent impact on patient self-management across multiple chronic conditions. The conceptual foundation of this research rests on the premise that health literacy extends beyond basic reading and numeracy skills to encompass a broader set of competencies including information evaluation, communication proficiency, and self-advocacy capabilities. Previous investigations have typically focused on either health literacy assessment or general patient education, without specifically examining the intersection of nurse-delivered health literacy education and its direct effects on self-management behaviors. This study introduces an innovative educational framework that integrates cognitive, affective, and behavioral learning domains, recognizing that effective health literacy development requires engagement across all three dimensions. Chronic conditions such as diabetes, hypertension, and heart failure demand consistent self-management behaviors including medication adherence, dietary modifications, physical activity, and symptom monitoring. The success of these behaviors is heavily dependent on patients' health literacy levels. Nurses, as frontline healthcare providers with extensive patient interaction, are uniquely positioned to deliver health literacy education. However, the specific mechanisms through which nurse-led education translates to improved self-management behaviors remain inadequately explored. This research seeks to illuminate these mechanisms. The integration of quantitative and qualitative methodologies offers a comprehensive understanding of how health literacy education works, for whom, and under what circumstances, advancing both theoretical knowledge and practical applications in chronic disease management.