Main Article Content

Millán Brea-Castro
Universidade de Vigo
Spain
http://orcid.org/0000-0002-9546-7548
Biography
Iago Portela-Pino
Department of Health Sciences, Faculty of Health Sciences, Isabel I University, 09003 Burgos, Spain
Spain
https://orcid.org/0000-0002-4232-2089
Biography
Myriam Alvariñas-Villaverde
Universidad de Vigo
Spain
https://orcid.org/0000-0003-2768-269X
Biography
No. 31 (2021): Health literacy at school and in the community, Works by invitation
https://doi.org/10.15304/ie.31.7747
Submitted: 2021-06-03 Published: 2021-12-02
How to Cite Cited by

Abstract

Health literacy skills have become an important asset in maintaining or improving our health. Leisure time monitors are health agents who must be trained to transmit this type of knowledge.


The objective of the study was to determine the level of health literacy of the free time monitors and its relationship with socio-demographic variables.


Among the main results we have found a low level of health literacy of the monitors. Men have a higher level in the health promotion dimension, as well as the ability to make decisions about health-related risk factors. In married people the capacity is greater in attention and health care and to understand health-related information and understand its meaning. Monitors who have professional or training links with the health field achieve a higher score in SA. Curiously, the subdimension access to health care and care is greater in the semi-rural area than in the rural area and even in the urban area, and the monitors with lower studies have a higher level of health promotion and in the capacities to process or evaluate the health care and care. Those with higher incomes have higher levels of SA in attention to understand, attention to process, promotion to understand


It would be important to modify the training programs of this group to facilitate the consolidation of knowledge and healthy habits.

Downloads

Downloads is not available yet

Article Details

References

Beauchamp, A., Buchbinder, R., Dodson, S., Batterham, R. W., Elsworth, G. R., McPhee, C., ... y Osborne, R. H. (2015). Distribution of health literacy strengths and weaknesses across socio-demographic groups: a cross-sectional survey using the Health Literacy Questionnaire (HLQ). BMC public health, 15(1), 1-13. https://doi.org/10.1186/s12889-015-2056-z

Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J. y Crotty, K. (2011). Low health literacy and health outcomes: an updated systematic review. Annals of internal medicine, 155(2), 97-107. https://doi.org/10.1059/0003-4819-155-2-201107190-00005

Cuenca Cabeza, M. (2000). Ocio humanista. Documentos de Estudio de Ocio, 16. Universidad de Deusto.

de Castro Cardoso, D. y González, M. C. (2008). Los educadores en el tiempo libre. Formación y cualificación. Papeles salmantinos de educación, 11, 307-330. https://doi.org/10.36576/summa.29457

Decreto 50/2000 (do 20 de xaneiro, polo que se refunde e actualiza a normativa vixente en materia de xuventude). DOG, nº 49. https://www.xunta.gal/dog/Publicados/2000/20000310/Anuncio62DE_es.html

Duplaga, M. (2020). Determinants and consequences of limited health literacy in polish society. International journal of environmental research and public health, 17(2), 642. https://doi.org/10.3390/ijerph17020642

Fleary, S. A., Joseph, P. y Pappagianopoulos, J. E. (2018). Adolescent health literacy and health behaviors: A systematic review. Journal of Adolescence, (62), 116-127. https://doi.org/10.1016/j.adolescence.2017.11.010

Furuya, Y., Kondo, N., Yamagata, Z. y Hashimoto, H. (2015). Health literacy, socioeconomic status and self-rated health in Japan. Health promotion international, 30(3), 505-513. https://doi.org/10.1093/heapro/dat071

Gorbeña, S., González, V. J. y Lázaro, Y. (1997). El derecho al ocio de las personas con discapacidad. Universidad de Deusto.

Hernando Sanz, M. Á. (2006). Calidad de vida, Educación Física y Salud. Revista española de pedagogía, 64(235), 453-463.

Izadirad, H. y Zareban, I. (2015). The Relationship of Health Literacy with Health Status, Preventive Behaviors and Health Services Utilization in Baluchistan, Iran. Journal of Education and Community Health, (2), 43-50. https://doi.org/10.20286/jech-02036

HLS-EU Consortium (2012). Comparative report on health literacy in eight EU member states. The European Health Literacy Survey HLS-EU. http://www.health-literacy.eu

Jovic-Vranes, A., Bjegovic-Mikanovic, V., Marinkovic, J. y Kocev, N. (2011). Health literacy in a population of primary health-care patients in Belgrade, Serbia. International journal of public health, 56(2), 201-207. https://doi.org/10.1007/s00038-010-0181-0

Kamberi, H., Hysa, B., Toçi, E., Jerliu, N., Qirjako, G. y Burazeri, G. (2013). Functional health literacy among primary health care users in transitional Kosovo. Med Arh., 67(5), 209-211. https://doi.org/10.5455/medarh.2013.67.209-211

Khaleghi, M., Amin Shokravi, F. y Peyman, N. (2019). The relationship between health literacy and health-related quality of life in students. Iranian Journal of Health Education and Health Promotion, 7(1), 66-73. https://doi.org/10.30699/ijhehp.7.1.66

Lee, S. Y. D., Tsai, T. I., Tsai, Y. W. y Kuo, K. N. (2010). Health literacy, health status, and healthcare utilization of Taiwanese adults: results from a national survey. BMC public health, 10(1), 614. https://doi.org/10.1186/1471-2458-10-614

Levin-Zamir, D., Baron-Epel, O. B., Cohen, V. y Elhayany, A. (2016). The association of health literacy with health behavior, socioeconomic indicators, and self-assessed health from a national adult survey in Israel. Journal of health communication, 21(sup2), 61-68. https://doi.org/10.1080/10810730.2016.1207115

Lorenzo, T., McKinney, V., Bam, A., Sigenu, V. y Sompeta, S. (2019). Mapping participation of disabled youth in sport and other free-time activities to facilitate their livelihoods development. British Journal of Occupational Therapy, 82(2), 80-89. https://doi.org/10.1177/0308022618817281

Lorini, C., Santomauro, F., Grazzini, M., Mantwill, S., Vettori, V., Lastrucci, V., ... y Bonaccorsi, G. (2017). Health literacy in Italy: a cross-sectional study protocol to assess the health literacy level in a population-based sample, and to validate health literacy measures in the Italian language. BMJ open, 7(11), e017812. https://doi.org/10.1136/bmjopen-2017-017812

Mancuso, J. M. (2008). Health literacy: a concept/dimensional analysis. Nursing & health sciences, 10(3), 248-255. https://doi.org/10.1111/j.1442-2018.2008.00394.x

Manganello, J. A. (2008). Health literacy and adolescents: A framework and agenda for future research. Health Education Research, 23(5), 840-847. https://doi.org/10.1093/her/cym069

May, M., Brousseau, D. C., Nelson, D. A., Flynn, K. E., Wolf, M. S., Lepley, B. y Morrison, A. K. (2018). Why parents seek care for acute illness in the clinic or the ED: the role of health literacy. Academic pediatrics, 18(3), 289-296. https://doi.org/10.1016/j.acap.2017.06.010

Nutbeam, D. y Lloyd, J. E. (2021). Understanding and responding to health literacy as a social determinant of health. Annual Review of Public Health, (42), 159-173. https://doi.org/10.1146/annurev-publhealth-090419-102529

Nutbeam, D. (2008). The evolving concept of health literacy. Social Science & Medicine, (67), 2072–2078. https://doi.org/10.1016/j.socscimed.2008.09.050

Peón, A. C. (2006). La formación de Educadores en el tiempo libre: campamentos y centros de vacaciones. Revista de estudios de Juventud, (72), 87-102.

Pérez-Fuentes, M. C., Molero, M. M., Oropesa, N. F., Martos, Á., Simón, M. M., Herrera-Peco, I., … y Gázquez, J. J. (2020). Questionnaire on Perception of Threat from COVID-19. J. Clin. Med., (9), 1196. https://doi.org/10.3390/jcm9041196

Pino-Juste, M. (2020). Alfabetización en salud: educar para mejorar los resultados en salud. En M. C. Pérez-Fuentes et al. (comps). Intervención en Contextos Clínicos y de la Salud. Nuevas realidades (pp. 101-110). Dykinson.

Ramos, P., Rivera, F. y Moreno, C. (2012). Beneficios del contexto asociativo en las actividades de tiempo libre de los adolescentes españoles. Infancia y Aprendizaje, 35(3), 365-378. https://doi.org/10.1174/021037012802238984

Rodrigo-Moriche, M. (2020). Los cursos de monitor de ocio y tiempo libre como una formación participativa, identitaria y emancipadora. RES. Revista de Educación Social, (30), 83-93.

Rodrigo-Moriche, M. P. y Soler-Masó, P. (2019). La formación del monitor de ocio y tiempo libre como una oportunidad para la adquisición de competencias sociales en las personas jóvenes. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano= Working Papers on Culture, Education and Human Development, 15(3), 97-107.

Sadovaya, V. V., Khakhlova, O. N. y Reznikov, A. A. (2015). The formation of professional readiness of a social teacher to organization of children's leisure time activities. International Journal of Environmental and Science Education, 10(4), 595-602.

Sarrate Capdevila, M. L. (2008). Ocio y tiempo libre en los centros educativos. Bordón. Revista de Pedagogía, 60(4), 51-61.

Sørensen, K., Pelikan, J. M., Röthlin, F., Ganahl, K., Slonska, Z., Doyle, G., ... y Brand, H. (2015). Health literacy in Europe: comparative results of the European health literacy survey (HLS-EU). European journal of public health, 25(6), 1053-1058. https://doi.org/10.1093/eurpub/ckv043

Stormacq, C., Van den Broucke, S. y Wosinski, J. (2019). Does health literacy mediate the relationship between socioeconomic status and health disparities? Integrative review. Health promotion international, 34(5), e1-e17. https://doi.org/10.1093/heapro/day062

Svendsen, M. T., Bak, C. K., Sørensen, K., Pelikan, J., Riddersholm, S. J., Skals, R. K., ... y Torp-Pedersen, C. (2020). Associations of health literacy with socioeconomic position, health risk behavior, and health status: A large national population-based survey among Danish adults. BMC Public Health, (20), 1-12. https://doi.org/10.1186/s12889-020-08498-8

Toçi, E., Burazeri, G., Sorensen, K., Jerliu, N., Ramadani, N., Roshi, E. y Brand, H. (2013). Health literacy and socioeconomic characteristics among older people in transitional Kosovo. Journal of Advances in Medicine and Medical Research, 1646-1658. https://doi.org/10.9734/BJMMR/2013/3972

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2017). Estrategia de la UNESCO sobre la educación para la salud y el bienestar: contribución a los Objetivos de Desarrollo Sostenible. https://unesdoc.unesco.org/ark:/48223/pf0000246453_spa

Van Der Heide, I., Wang, J., Droomers, M., Spreeuwenberg, P., Rademakers, J. y Uiters, E. (2013). The relationship between health, education, and health literacy: results from the Dutch Adult Literacy and Life Skills Survey. Journal of health communication, 18(sup1), 172-184. https://doi.org/10.1080/10810730.2013.825668

Varela, L., Gradaille, R. y Teijeiro, Y. T. (2016). Ocio y usos del tiempo libre en adolescentes de 12 a 16 años en España. Educação e Pesquisa, 42(4), 987-999. https://doi.org/10.1590/s1517-9702201612152404

Walters, R., Leslie, S. J., Polson, R., Cusack, T. y Gorely, T. (2020). Establishing the efficacy of interventions to improve health literacy and health behaviours: a systematic review. BMC public health, 20(1), 1-17. https://doi.org/10.1186/s12889-020-08991-0