Transformative Learning Intervention: Effect on Functional Health Literacy and Diabetes Knowledge in Older African Americans

Autor/inn/en	Ntiri, Daphne W.; Stewart, Merry
Titel	Transformative Learning Intervention: Effect on Functional Health Literacy and Diabetes Knowledge in Older African Americans
Quelle	In: Gerontology & Geriatrics Education, 30 (2009) 2, S.100-113 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1960
Schlagwörter	Intervention; Diabetes; Transformative Learning; Community Centers; Urban Areas; Adult Learning; African Americans; Health Education; Health Promotion; Pretests Posttests; Older Adults; Gerontology; Geriatrics; Instructional Effectiveness; Community Education; Adult Education; Michigan + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Urban area; Stadtregion; Adulte education; Adult training; Erwachsenenbildung; Afroamerikaner; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Älterer Erwachsener; Gerontologie; Alterswissenschaft; Geriatrie; Unterrichtserfolg; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Adult; Adults; Education; Adult basic education
Abstract	This study evaluated the effect of a transformative learning (TL) intervention on functional health literacy and diabetes knowledge in older African Americans. Twenty participants from senior community centers completed a six-session intervention. The short-form Test of Functional Health Literacy in Adults (s-TOFHLA), Literacy Assessment for Diabetes (LAD), and Diabetes Knowledge Test (DKT) were used to perform pre- and postmeasurements. Postintervention s-TOFHLA scores and DKT scores were significantly increased (p less than 0.5). Participants' verbal responses further affirmed the positive influence of the TL principles.(Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10