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

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 < .5). Participants' verbal responses further affirmed the positive influence of the TL principles.

KEYWORDS:

• self-management
• blacks
• geriatrics
• education
• training

This pilot study was funded by the National Institute of Aging under the Michigan Urban African American Aging Research (MCUAAAR). The authors would like to acknowledge Peter Lichtenberg, PhD, Institute of Gerontology, Wayne State University, for his mentoring and critique of this project.