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dc.contributor.authorMuscat, Danielle
dc.contributor.authorMorony, Suzanne
dc.contributor.authorNutbeam, Don
dc.contributor.authorAyre, Julie
dc.contributor.authorShepherd, Heather
dc.contributor.authorSmith, Sian
dc.contributor.authorDhillon, Haryana
dc.contributor.authorHayen, Andrew
dc.contributor.authorLuxford, Karen
dc.contributor.authorMeshreky, Wedyan
dc.contributor.authorMcCaffery, Kirsten
dc.date.accessioned2019-08-13
dc.date.available2019-08-13
dc.date.issued2019-08-13
dc.identifier.urihttp://hdl.handle.net/2123/20889
dc.description.abstractObjectives and importance of the study: Adult literacy programs aim to empower learners to participate more effectively in everyday life. This includes programs with health content embedded in curriculum to target health literacy. Adult learners who attend these programs represent a heterogeneous population, but include a high proportion of hard-to-reach or socially disadvantaged groups in terms of age, ethnicity, educational background, language and prevalence of learning disabilities. In 2014, we conducted a cluster-randomised controlled trial of a health literacy program in adult basic education classes across New South Wales, Australia. This paper reports findings from a qualitative study exploring learners’ experience of the course and its perceived impact on their lives, as well as their understanding and confidence about health. Study type: Qualitative interview study. Method: We conducted semistructured interviews as part of the evaluation of the 18-week health literacy program, with participants purposively recruited from six health literacy classes (n = 22). Researchers trained in qualitative methods interviewed adult learners either face to face or over the phone using a topic guide. Data was analysed using the Framework method, a matrix-based approach to thematic analysis. Results: The majority of interviewees were female, lived in metropolitan areas and were from non-English-speaking backgrounds. Most had existing self-reported health problems and inadequate functional health literacy. Most participants described positive impacts of the health literacy course on their language, literacy and numeracy skills, functional health literacy skills, and health knowledge. They also reported being able to translate this into health actions including interacting with providers, accessing and using healthcare, and managing health and illness (e.g. making healthier food choices). Learners also described positive social outcomes of the course, including feelings of connectedness and interpersonal trust within a new network of learners, and reported sharing new knowledge with others in their communities. Conclusions: The findings add value to existing limited evidence that has demonstrated the untapped potential of adult basic education to develop health literacy skills among socially-disadvantaged groups. Learners valued the opportunity to share experiences in structured group learning, and reported confidence to transfer new knowledge into their home and wider social network.en_AU
dc.description.sponsorshipThe project is funded through an Australian Research Council Linkage project grant (number LP130100480). These grants support collaborations between higher education researchers (i.e. University of Sydney) and industry partners – NSW Clinical Excellence Commission, NPS MedicineWise, NSW Health and participating institutes of TAFE NSW.en_AU
dc.language.isoen_AUen_AU
dc.relationAustralian Research Council Linkage Project: LP130100480en_AU
dc.subjecthealth literacyen_AU
dc.subjectadult educationen_AU
dc.subjectqualitativeen_AU
dc.titleSupplementary File 1 - Learners’ experience and perceived impact of a health literacy program in adult basic education: a qualitative studyen_AU
dc.typeOtheren_AU
dc.identifier.doihttps://doi.org/10.17061/phrp29231909
dc.type.pubtypePost-printen_AU


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