Promoting health literacy within a graduate-level nutrition curriculum

Purpose - This paper describes how two academic health science librarians exposed graduate students to health literacy concepts in a graduate-level nutrition course. This paper aims to present an easy method for librarians to expose students in the health professions to concepts of health literacy. Design/methodology/approach - The Information and Health Literacy course is an online course co-taught by nutrition faculty and librarians at Rosalind Franklin University of Medicine and Science. The librarian-led one-week health literacy module begins with readings that define health literacy and continues with two online discussion board activities. One activity is identifying an example of low health literacy in their personal or professional lives, and the other is using criteria from the readings in their analysis of a consumer health website. Findings - Students often comment that prior to taking this course, they had not considered how patients might think about and understand their own health care, but they will now take it into account going forward. Many students also felt that the assignment made them view Web resources for patients differently and with a more critical eye. Originality/value - Those in allied health professions like registered dietitians often have direct contact with patients and have the ability to make a significant impact. If students are exposed to health literacy concepts through online activities within the curriculum, they may be more aware of this important concept when working with patients in the future.