Interventions to improve health literacy in Nigeria: systematic review of effectiveness and policy recommendations

Background: Health literacy plays a crucial role in enabling individuals to navigate and make informed decisions within the healthcare system. It encompasses the ability to understand, interpret, and act upon medical information and instructions, as well as the capacity to source and analyse relevant health information for preventive measures and self-care. This paper explores the interventions aimed at improving health literacy in Nigeria and synthesizes policy recommendations for the Nigerian government. Method: A systematic literature review based on the PRISMA methods was carried out to identify published interventions and reported effectiveness in the Nigerian population. A search strategy using key words health literacy and health interventions was executed in PubMed, Embase and African Index Medicus. A total of 268 records were screened for relevance and 18 were identified. Results: Of the 18 reports identified, 13 interventions were effective, 3 interventions had mixed results reporting effectiveness in some domains and ineffectiveness in other important domains, while 2 interventions were not effective. The nature of effectiveness in the interventions was based on the outcomes as reported in the identified studies. Conclusion: The health literacy situation in Nigeria provides a background into some of the challenges faced in achieving universal health coverage and promoting health in Nigeria. Low literacy rates, particularly in its many rural areas, the lack of functional, communicative, and critical health literacy competencies among many adults, as conceptualised in literature pose a significant obstacle to health literacy development in Nigeria. Many of the health literacy interventions have been effective to address various aspects of health literacy on a rather small scale. To comprehensively address the problem, collaborative efforts involving the government, healthcare professionals, non-governmental organisations, media, and the community are necessary.

Exploring the effects of programmatic intervention on family planning health literacy and contraceptive utilization in eastern Uganda

Uganda Village Project (UVP) implemented the Healthy Village Initiative (HVI) and conducted household surveys to assess the effects of the initiative. This data adds to the limited body of knowledge regarding the efficacy of community health interventions for reproductive health in rural east Africa. As part of the HVI, UVP surveys rural Ugandan households before and after a 3-year programmatic intervention to assess changes in family planning health literacy, and contraception utilization. Results showed that there was an increase in contraceptive utilization, an increase in family planning health literacy, and a decrease in unmet need for contraception. Community-based outreaches led by community members and health workers can contribute to improving access to contraception, utilization of contraception, and health literacy surrounding contraception. (Afr J Reprod Health 2022; 26[4]: 15- 21).

Health literacy of mothers on factors associated to pre-rupture of membranes on perinatal outcomes in Vhembe district, South Africa

Pre-rupture of membranes prior labour initiation could complicate approximately 5% of pregnancies and could be associated with a high incidence of perinatal morbidity and mortality complications. The major complications could be chorioamnionitis and cord compression resulting in hypoxia. This study aimed to assess the health literacy of mothers on perinatal outcomes following prerupture of membranes at Thulamela B clinics of Vhembe district. A quantitative research approach with a cross-sectional descriptive design was used. The study population comprised a total of 210 lactating mothers within 6 weeks following delivery,irrespective of the mode of delivery were purposively selected. Data were collected by the researchers through self-administered questionnaires. The Statistical Package for Social Sciences (SPSS) version 25 was used for data analysis. The results are presented in the form of tables and graphs based on probability allowing judgment to be made on variables. Validity and reliability were ensured. Ethical clearance was obtained from the University of Venda Research Ethics Committee and permission to access health facilities from the Limpopo Province Department of Health. Findings revealed that limited and inadequate health literacy towards pre-rupture of membranes contributes to perinatal morbidity and mortality, with associated factors like poor antenatal care attendance, delayed health seeking, defaulting, and loss of follow-up. Recommendations emphasise the provision of preconception and antenatal care where health information on risks and danger signs of PROM to perinatal outcomes are given were made. (Afr J Reprod Health 2022; 26[7]: 90-101).

Characteristics of oral health literacy in Senegal: A cross-sectional study among women in the Department of Pikine

Senegal having a significant prevalence of socially differentiated oral diseases, oral health literacy (OHL), an individual and social resource, should be considered alongside a remedial response. This work aimed to analyze women's OHL characteristics. A cross-sectional study on 315 women in Pikine County was carried out, using the Oral Health Literacy-Adult Questionnaire (OHL-AQ) for the OHL data collection and a questionnaire for the women's socioeconomic characteristics data. These women had an OHL average score of 6.5±3.1 and a median of 6. Among them, 56.5% had a seemingly low OHL level, a little over 68.9% had a score above the median as regards the "listening, communication and understanding" aspect, 58.4% to "decision making", 55.2% to "understanding numbers" and 33% to "reading and understanding". According to a multivariate analysis, secondary and higher educated women (p<0.001) with an active social network (p<0.023), in a wealthy household (p<0.0001) and of nuclear household type (p<0.036) had a higher OHL level. Women in Pikine have low OHL and are from working- class households. Therefore, oral health policies must take into account the women's social network contribution to the OHL improvement.

Levels of health literacy and English comprehension in patients presenting to South African primary healthcare facilities

Background: Health literacy is a relatively new concept in the South African primary healthcare (PHC) sector as well as globally, and limited new literature is available on the topic. In this study, we focused on investigating, describing and comparing health literacy scores calculated using three different tools to assess a patient's level of English comprehension. Health literacy is defined as the degree to which patients have the capacity to obtain, process and understand basic health information and services to make appropriate health decisions. South Africa is a linguistically and culturally diverse country, yet English is often used as the main language for imparting health education in PHC facilities. Patients often do not comprehend the health education received. Primary healthcare workers need to determine the health literacy levels of their patients before imparting health education. The REALM-R (SA 1, 2 and 3) tools are adapted from the original REALM-R to test health literacy levels of South African PHC patients. The Learning Ability Battery (LAB) is a tool used to determine English comprehension levels.Aim: The aim of this was to investigate, describe and compare health literacy and English comprehension levels of PHC patients using three locally adapted REALM-R (SA) tools and the LAB. Setting: This study was conducted at five PHC facilities in the City of Tshwane, Gauteng. Methods: A prospective, quantitative and comparative design was chosen for this study. In general, a descriptive design was applied for the presentation of the results. The sample size was 200 patients from five different PHC clinics. Data were collected using REALM-R (SA 1, 2 and 3) to determine the health literacy levels and the LAB to determine the English comprehension levels. Results: Majority of the patients scored high using the REALM-R (SA) tools. For the LAB, 68% scored 11­40 out of 50. Only 8% scored 41­50 out of 50. A significant difference was found between the actual school grade achieved and the school grade according to the LAB. Conclusion: The results of the study indicated that although patients are able to read and pronounce medical words as such used in the REALM-R (SA) tools, it does not necessarily mean that they are able to comprehend the meaning of the words as indicated by the results of the LAB. Currently, the REALM-R (SA) tools only test health literacy levels based on word recognition and pronunciation. It is recommended that a word comprehension section be added to determine patients' understanding of the words

The African digital health library and digitization of health information in Zambia: process, challenges and achievements

The rapid growth of Internet and increasing interest in its usage has led to an acceleration of digitisation of printed documents and making available born digital documents online. Zambia's research output is primarily in print and not much is disseminated globally. It is against this background that innovations for digital libraries have been started in several African countries, including Zambia. The overall objective of the African Digital Health Library Zambia was to increase the health content that is held in the University of Zambia Institutional Repository by digitising publications produced by various institutions in Zambia, with a vision of capturing over 6,000 current and historical materials. Equipment was acquired and sensitisation meetings were held with various stake holders to ensure successful project initiation and sustainability. Scanning and uploading of documents was done after a technical expert had trained both Library and Information Technology staff on Dspace software. Marketing the digital library within the institutions and nationally was also conducted. In June 2018 there were 266,838 downloads of materials. Challenges of collecting required materials from relevant stake holders and convincing them to make available their content were encountered in the process. Enhanced collaboration and sensitisation of stakeholders were essential in ensuring the successful implementation of the project.

Gender perspectives and health literacy proficiencies of In-school adolescents in Osun State, Nigeria

Health literacy proficiency has been linked with positive adolescent health outcomes. Strategies aimed towards improving health literacy have been suggested as a major way of achieving adolescent health and wellbeing. Previous research has identified a nexus between socio-demographics, education and health literacy proficiency. This study therefore, explores existing relationships between gender, socio-economic class and the health literacy proficiency levels of in-school adolescents in Osun State.Mixed method involving questionnaire survey and Focus group discussion were used to obtain data from 1,200 randomly selected in-school adolescents from 12 high schools in Osun State, Nigeria. The survey instrument was an adaptation of the electronic health literacy scale (eHEALS). Results show only 1,186 (98.8%) questionnaire were found analysable. Mean age of respondents was 15 + 0.6 with 616(51.1%) being female. Overall health literacy proficiency was low with only 447(37.7%) having a high level of health literacy proficiency. Quantitative survey shows that both gender and socio-economic background have negative statistically significant relationship with health literacy proficiency. Similarly, FGD revealed that females generally have lower health literacy proficiency when compared with males. The study concludes that gender based interventions for female adolescents could reduce health and educational disparities which will contribute to the achievement of Sustainable Development Goals 3, 4 and 5.

Development of a Sesotho health literacy test in a South African context

Background: Research shows that poor health literacy (HL) can be a threat to health and health care. Health literacy is under-researched and poorly understood in developing countries, including South Africa, because of the absence of language and context-specific HL tests. Aim: The researchers aimed to develop an appropriate HL test for use among South African public health service users with Sesotho as their first language. Setting: The test was developed in the Free State Province of South Africa, for use among Sesotho speakers. Methods: Mixed methods were employed to develop the Sesotho Health Literacy Test (SHLT). The process of developing the test was carried out in distinctive methodological steps. Results: The stepwise process set out by identifying abstracts (n = 206) referring to HL tests. Sourcing of HL tests followed a tapered process resulting in the use of 17 HL tests. Elements within a conceptual framework guided HL test item selection (n = 47). Two Delphi sessions assisted in reaching consensus regarding final HL test items (n = 40). The readability testing of the SHLT tested 4.19 on the Coleman­Liau Index score. A context-suitable and comprehensive SHLT ensued from this work. Conclusion: The SHLT assessment instrument development creates a platform for HL testing among Sesotho first language speakers in South Africa. The context-sensitive methodology is entrenched in a theoretical framework, distributing HL test items between identified competencies and related skill dimensions and domains. The methodology can be applied to the development of HL tests for other languages and population groups in developing countries

Research productivity of academics in a physiotherapy department: a case study

Objective: Research productivity is an important activity among academics. This study was done to document the research productivity of the academics of a physiotherapy department in South Africa. Method: An archival research design was used to document the research productivity for the physiotherapy department between 2002 and 2009. Data were analysed by two independent reviewers and consensus was reached on the information to be included in the study. Results: Among the nine academics there were 67 publications; 20 articles in progress; 7 under review and 63 conferences attended. While the overall research productivity of the department seems to be good; the bulk of the productivity rests in the hands of the senior academics. Conclusion: There is a need to facilitate the acquisition of research skills in academic staff; particularly in upgrading staff to PhD level and improving publication output

Retention of Knowledge of and Skills in Cardiopulmonary Resuscitation among Healthcare Providers after Training

This study assesses the retention of core knowledge and skills among healthcare providers (HCPs) who attended a Basic Life Support (BLS) course. The format for teaching this course changed in 2006 and a review of the effectiveness and acceptability of the new course was considered vital. Studies indicate that early and effective cardiopulmonary resuscitation improves the chances of survival in cardiac arrest victims; however; the knowledge and skills of HCPs in basic life support vary. International recommendations on the BLS course were that HCPs repeat the course every two years. However; no studies have been conducted in South Africa to determine the ideal time when HCPs should be re-evaluated to ensure that they retain adequate knowledge and skills. This study was conducted at a training centre in a hospital in KwaZulu-Natal; where a new format for training was introduced in 2006. Participants were HCPs who had completed a BLS course. The sample was taken sequentially from half of the annual intake of a BLS course three months after completion of the course. Data were collected using the accredited American Heart Association written test and the Critical Skills Checklist; and a further questionnaire was developed to collect variables such as demography and profession. Results indicate that skills retention was good and; although there was some fall-off in skills and knowledge; there was no significant difference between the scores at the end of the course and retest scores. Staff working in accident and emergency departments had more practical experience and their knowledge and skills retention was better than that of staff working in other areas of the hospital. Nurses performed nearly as well as doctors and are an important skills resource in the management of patients who need to be resuscitated. All participants were satisfied with the new format and had no suggestions on how to improve it