Determining the health literacy knowledge and experience levels of faculty of health sciences students
DOI:
https://doi.org/10.29352/mill0230.43786Keywords:
health; health literacy; education; undergraduate studentsAbstract
Introduction: Health literacy is a key determinant of individuals’ ability to access, understand, and use health-related information effectively. Despite its recognized importance, limited research has examined perceived health literacy knowledge and experience among health sciences students, who represent future healthcare professionals.
Objective: This study aimed to examine perceived health literacy knowledge and experience levels among undergraduate health sciences students and their associations with selected sociodemographic variables.
Methods: This descriptive cross-sectional study was conducted with 302 undergraduate students. Data were collected using a researcher-developed Health Literacy Knowledge and Experience Questionnaire and a sociodemographic form. Construct validity was assessed using confirmatory factor analysis and reliability with Cronbach’s alpha. Data were analyzed using independent samples t-test and one-way ANOVA with post hoc tests (p<0.05).
Results: Perceived health literacy knowledge and experience scores differed significantly by academic year and prior awareness of health literacy. Fourth-year students had higher mean scores (3.49±0.34) than first-year (3.32±0.42), second-year (3.19±0.44), and third-year students (3.40±0.40). Students reporting prior health literacy knowledge scored higher than those reporting none. Overall, students demonstrated moderate perceived levels of health literacy knowledge and experience.
Conclusion: Findings suggest that health literacy competencies may vary according to educational exposure and prior awareness. Integrating targeted health literacy content into undergraduate curricula may support competency development among future healthcare professionals.
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