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Open AccessArticle

A Comparative Analysis of Student and Practising Nurses’ Health Literacy Knowledge in Ghana

1
Center of Gerontological Nursing, School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
2
Institute of Policy Studies, Asia Pacific Institute of Ageing Studies, and School of Graduate Studies, Lingnan University, Hong Kong SAR, China
3
School of Graduate Studies, Lingnan University, Hong Kong SAR, China
4
Centre for Gerontological Nursing, WHO Collaborating Centre for Community Health Services (WHOCC), School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
*
Author to whom correspondence should be addressed.
Healthcare 2021, 9(1), 38; https://doi.org/10.3390/healthcare9010038
Received: 18 November 2020 / Revised: 22 December 2020 / Accepted: 22 December 2020 / Published: 4 January 2021
(This article belongs to the Special Issue Nursing Education and Health Promotion)
This study examined student and practising nurses’ health literacy knowledge, and its correlates in Ghana. It was underpinned by an adapted version of the Institute of Medicine’s (IOM) conceptual framework of health literacy. We used convenience and snowball sampling techniques to collect data from 876 nurses (477 student nurses and 399 practising nurses) in a cross-sectional survey from February 2019 to June 2019. The respondents were drawn from all the former ten administrative regions of Ghana. Approximately 75.4% of the respondents had heard of health literacy. However, health literacy knowledge was generally low (average score of 6.6 out of 20) among both groups, with student nurses (average score of 5.8 out of 20) having significantly lower scores than practising nurses (average score of 7.4 out of 20). Factors associated with health literacy knowledge among student nurses included gender (male, B = −0.499, p < 0.01), trust in others (B = −0.874, p < 0.001), cultural values (B = 0.276, p < 0.001), year of study (B = 0.244, p < 0.05), and frequency of curative care use (B = −0.236, p < 0.05). For practising nurses, trust (B = −1.252, p < 0.01), cultural values (B = 0.357, p < 0.01), and working experience (B = 0.612, p < 0.01) were associated with their health literacy knowledge. Thus, responses targeted at gaps in health literacy knowledge of student and practising nurses must be sensitive to personal characteristics (e.g., gender), social values (e.g., issues of trust, and cultural beliefs and practices), as well as factors relating to nursing education and experience. View Full-Text
Keywords: health literacy; health literacy knowledge; nurses; student nurses; practising nurses; Ghana health literacy; health literacy knowledge; nurses; student nurses; practising nurses; Ghana
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MDPI and ACS Style

Koduah, A.O.; Amoah, P.A.; Nkansah, J.O.; Leung, A.Y.M. A Comparative Analysis of Student and Practising Nurses’ Health Literacy Knowledge in Ghana. Healthcare 2021, 9, 38. https://doi.org/10.3390/healthcare9010038

AMA Style

Koduah AO, Amoah PA, Nkansah JO, Leung AYM. A Comparative Analysis of Student and Practising Nurses’ Health Literacy Knowledge in Ghana. Healthcare. 2021; 9(1):38. https://doi.org/10.3390/healthcare9010038

Chicago/Turabian Style

Koduah, Adwoa O.; Amoah, Padmore A.; Nkansah, Jacob O.; Leung, Angela Y.M. 2021. "A Comparative Analysis of Student and Practising Nurses’ Health Literacy Knowledge in Ghana" Healthcare 9, no. 1: 38. https://doi.org/10.3390/healthcare9010038

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