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Effects of the Conceptual Model of Health Literacy as a Risk: A Randomised Controlled Trial in a Clinical Dental Context

Author

Listed:
  • Linda Stein

    (Department of Clinical Dentistry, Faculty of Health Sciences, UiT—The Arctic University of Norway, 9019 Tromsø, Norway)

  • Maud Bergdahl

    (Department of Clinical Dentistry, Faculty of Health Sciences, UiT—The Arctic University of Norway, 9019 Tromsø, Norway)

  • Kjell Sverre Pettersen

    (Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet—Oslo Metropolitan University, 0130 Oslo, Norway)

  • Jan Bergdahl

    (Department of Clinical Dentistry, Faculty of Health Sciences, UiT—The Arctic University of Norway, 9019 Tromsø, Norway
    Department of Psychology, Umeå University, 901 87 Umeå, Sweden)

Abstract

Numerous conceptual models of health literacy have been proposed in the literature, but very few have been empirically validated in clinical contexts. The aim of this study was to test the effects of the conceptual model of health literacy as a risk in a clinical dental context. A convenience sample of 133 Norwegian-speaking adults was recruited. Participants were randomly allocated to an intervention group ( n = 64, 54% women, mean age = 50 years) and a control group ( n = 69, 49% women, mean age = 46 years). Clinical measurements were conducted pre-intervention and six months post-intervention. In the intervention group, communication regarding patients’ oral health was tailored to their health literacy levels using recommended communication techniques, whereas the control group received brief information not tailored to health literacy levels. The ANCOVA showed significant between-group effects, finding reduced post-intervention mean gingival ( p < 0.000) and mean plaque ( p < 0.000) indices in the intervention group when controlling for baseline index scores. The adjusted Cohen’s d indicated large effect sizes between the intervention group and the control group for both the mean gingival index (−0.98) and the mean plaque index (−1.33). In conclusion, the conceptual model of health literacy as a risk had a large effect on important clinical outcomes, such as gingival status and oral hygiene. The model may be regarded as a suitable supplement to patient education in populations.

Suggested Citation

  • Linda Stein & Maud Bergdahl & Kjell Sverre Pettersen & Jan Bergdahl, 2018. "Effects of the Conceptual Model of Health Literacy as a Risk: A Randomised Controlled Trial in a Clinical Dental Context," IJERPH, MDPI, vol. 15(8), pages 1-11, August.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:8:p:1630-:d:161426
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    References listed on IDEAS

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    1. Nutbeam, Don, 2008. "The evolving concept of health literacy," Social Science & Medicine, Elsevier, vol. 67(12), pages 2072-2078, December.
    2. Lee, J.Y. & Divaris, K. & Baker, A.D. & Rozier, R.G. & Vann Jr., W.F., 2012. "The relationship of oral health literacy and self-efficacy with oral health status and dental neglect," American Journal of Public Health, American Public Health Association, vol. 102(5), pages 923-929.
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    Cited by:

    1. Don Nutbeam & Diane Levin-Zamir & Gill Rowlands, 2018. "Health Literacy in Context," IJERPH, MDPI, vol. 15(12), pages 1-3, November.
    2. Zhiqiang Tian & Yanjun Wang & Yang Li & Jiao Lu & Li Song & Ling Ding & Xinyu Guo & Jianzhong Zheng, 2023. "Defining the Connotations of Oral Health Literacy Using the Conceptual Composition Method," IJERPH, MDPI, vol. 20(4), pages 1-12, February.

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