Promotion of evidence-based communication strategies focused on health literacy in the advanced nursing practice curriculum
Felecia G. Wood, PhD, RN, CNL, Professor, The University of Alabama Capstone College of Nursing, email@example.com; Barbara A. Graves, PhD, MSN, RN, Professor, The University of Alabama Capstone College of Nursing, firstname.lastname@example.org; J. Dean Elmore, PhD, Assistant Professor, Benedictine College email@example.com
- Sigma Affiliation
- Epsilon Omega
- Contributor Affiliation(s)
- The University of Alabama, Tuscaloosa, Alabama, USA
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The study was an educational intervention with master’s nursing students to teach health literacy strategies focused on the individual receiving care and the organization in which care was provided. An online module was created; student participants used the teach back strategy, assessed participant self-efficacy relevant to health literacy efforts, implemented creation or revision of a teaching tool, assessed organizational attributes that support health literacy, and completed a self-evaluation of achievement of health literacy competencies. Eighteen master’s nursing students participated; the module was evaluated positively and participants demonstrated improvements in competency achievement, use of active learning strategies, enhanced self-efficacy, and increased awareness of and use of health literacy strategies over the course of one semester.
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The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the Sigma grant. No further peer-review has taken place upon the completion of the Sigma grant final report and its appearance in this repository.
|Review Type||None: Sigma Grant Recipient Report|
|Evidence Level||Quasi-Experimental Study, Other|
|Research Approach||Quantitative Research|
Advanced Nursing Practice;
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