Avaliação do letramento em saúde de estudantes de enfermagem através do health literacy questionnaire (HLQ-Br)

Abstract

Health literacy (HL) represents a fundamental set of skills that allows individuals to access, understand, evaluate, and apply health-related information, directly influencing their autonomy, decision-making, and self-care capacity. In the Brazilian context, marked by social and educational inequalities, understanding HL among future health professionals becomes essential, especially considering the nurse as a central mediator between the health system and the population. The objective of this study was to identify the HL status of nursing students from a community-based and philanthropic higher education institution in a Brazilian capital. The methodology consisted of an analytical cross-sectional study, conducted with students from the 6th to the 10th semester of the course, using a sociodemographic questionnaire and the Brazilian version of the Health Literacy Questionnaire (HLQ-Br), a validated instrument composed of 44 items distributed across new domains. Data analysis involved descriptive statistics, with calculation of means and standard deviations, considering each scale independently, as recommended by the HLQ authors. The results showed that students generally present a moderate health literacy profile, with variations across domains. The highest scores were observed in the dimensions "Understanding health information and knowing what to do" and "Ability to find good health information," suggesting consolidated skills in interpreting and searching for information. Social support also stood out as a strength. However, domains such as "Understanding and support from health professionals," "Sufficient information to take care of health," "Active health care," and "Ability to interact with health professionals" revealed significant weaknesses, indicating difficulties in transforming knowledge into practice, establishing caregiving relationships, and actively participating in health services. The discussion highlights that, although the academic context provides access to information and stimulates cognitive skills, this does not, in itself, guarantee the full development of critical, relational, and behavioral health literacy. These findings are consistent with international literature, which points to uneven development of health literacy dimensions in health students, influenced by institutional, emotional, and social factors. The conclusion reinforces that students present consolidated functional health literacy, but insufficient to be classified as advanced. Gaps are identified that require specific and continuous pedagogical strategies focused on communication, clinical practice, autonomy, and strengthening critical thinking. The study contributes to rethinking curricula and training practices, promoting professionals better prepared to act with equity, communicational clarity, and competence in health care.