Abstract
This study aimed to examine the effects of health literacy empowerment education on the health literacy and cultural competence of nurses working in a Korean public hospital, which is easily accessible to vulnerable populations, including Medicaid beneficiaries and multicultural groups. The study was designed as a randomized controlled trial. Participants included 60 nurses employed at public hospitals who directly engaged in patient care and consented to participate in two educational programs on October 17, 2024. Odd-numbered applicants were assigned to the control group, while even-numbered applicants were placed in the experimental group. The control group (30 nurses) received a standard 4-hour communication training, whereas the experimental group (30 nurses) received a 4-hour health literacy empowerment education. Pre-intervention assessments of participants' health literacy and cultural competence were conducted the day before the education, and post-intervention assessments were carried out over one week following the education. Excluding one participant from each group who did not complete the post-assessment, the final sample included 29 nurses in the experimental group and 29 in the control group, totaling 58 participants. The effectiveness of the intervention was analyzed using a t-test with the SPSS-Win 25.0 software. The health literacy competency in the experimental group (n=29) was found to be significantly higher than that of the control group (n=29), with statistical significance (t=4.50, p<.001). However, there was no significant difference in cultural competence between the experimental and control groups (t=-0.39, p=.700).
Notes
References:
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Campinha-Bacote J. (2011). Delivering patient-centered care in the midst of a cultural conflict: the role of cultural competence. The online journal of issues in nursing, 16(2), Manuscript 5.
Chae, D. H. & Park, Y. H. (2018). Development and cross-validation of the short form of the cultural competence scale for nurses. Asian Nursing Research, 12(1), 69-76.
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Nutbeam, D. (1998). Health promotion glossary. Health Promotion International, 13, 349e64.
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Nutbeam, D.(2017). Health literacy as a population strategy for health promotion. Japanese Society of Health Education and Promotion, 25(3), 210-222.
Sørensen, K., Van den Broucke, S., Fullam, J., Doyle, G., Pelikan, J., Slonska, Z., & Brand, H. (2012). Health literacy and public health: A systematic review and integration of definitions and models. BMC Public Health, 12(1), 80.
Trezona, A., Rowlands, G., & Nutbeam, D. (2018). Progress in implementing national policies and strategies for health literacy-what have we learned so far? International Journal of Environmental Research and Public Health, 15(7), 1554.
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Sigma Membership
Lambda Alpha at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Randomized Controlled Trial
Research Approach
Quantitative Research
Keywords:
Competence, Implementation Science, Public and Community Health, Health Literacy, Korea
Recommended Citation
Jang, Gun Ja, "Effects of Health Literacy Empowerment Education in Korean Nurses" (2025). International Nursing Research Congress (INRC). 167.
https://www.sigmarepository.org/inrc/2025/posters_2025/167
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Effects of Health Literacy Empowerment Education in Korean Nurses
Seattle, Washington, USA
This study aimed to examine the effects of health literacy empowerment education on the health literacy and cultural competence of nurses working in a Korean public hospital, which is easily accessible to vulnerable populations, including Medicaid beneficiaries and multicultural groups. The study was designed as a randomized controlled trial. Participants included 60 nurses employed at public hospitals who directly engaged in patient care and consented to participate in two educational programs on October 17, 2024. Odd-numbered applicants were assigned to the control group, while even-numbered applicants were placed in the experimental group. The control group (30 nurses) received a standard 4-hour communication training, whereas the experimental group (30 nurses) received a 4-hour health literacy empowerment education. Pre-intervention assessments of participants' health literacy and cultural competence were conducted the day before the education, and post-intervention assessments were carried out over one week following the education. Excluding one participant from each group who did not complete the post-assessment, the final sample included 29 nurses in the experimental group and 29 in the control group, totaling 58 participants. The effectiveness of the intervention was analyzed using a t-test with the SPSS-Win 25.0 software. The health literacy competency in the experimental group (n=29) was found to be significantly higher than that of the control group (n=29), with statistical significance (t=4.50, p<.001). However, there was no significant difference in cultural competence between the experimental and control groups (t=-0.39, p=.700).
Description
This study suggested that health literacy empowerment education significantly enhances nurses' health literacy but does not affect cultural competence, indicating that a single intervention may need to be improved for developing cultural skills.