{"id":2724,"date":"2023-01-13T11:36:30","date_gmt":"2023-01-13T11:36:30","guid":{"rendered":"https:\/\/www.helemeu.org\/o1-oer-platform\/"},"modified":"2023-11-30T19:37:45","modified_gmt":"2023-11-30T19:37:45","slug":"o1-oer-platformu","status":"publish","type":"page","link":"https:\/\/www.helemeu.org\/tr\/o1-oer-platformu\/","title":{"rendered":"O1-OER PLATFORMU"},"content":{"rendered":"\t\t
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O1-OER PLATFORMU<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Soru ve katk\u0131lar\u0131n\u0131z i\u00e7in ileti\u015fime ge\u00e7iniz<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tWhatsapp Chat<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t
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Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u0130le \u0130lgili Temel Kaynaklar <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 N\u00fcfus Ara\u015ft\u0131rmas\u0131 2019-2021 (HLS19) Hakk\u0131nda Uluslararas\u0131 Rapor: M-POHL'un Metodoloji, Sonu\u00e7lar\u0131 ve \u00d6nerileri <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 N\u00fcfus Ara\u015ft\u0131rmas\u0131 2019-2021 (HLS19) Metodolojisi, Sonu\u00e7lar\u0131 ve Tavsiyeleri Uluslararas\u0131 Raporu D\u00fcnya Sa\u011fl\u0131k \u00d6rg\u00fct\u00fc Eylem A\u011f\u0131 M-POHL’nin HLS19 Konsorsiyumu, M-POHL’nin Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 N\u00fcfus Ara\u015ft\u0131rmas\u0131 2019-2021 (HLS19) Metodolojisi, Sonu\u00e7lar\u0131 ve Tavsiyeleri Uluslararas\u0131 Raporunu 2021’de yay\u0131mlad\u0131.<\/p>

Raporun yay\u0131nc\u0131s\u0131 Avusturya Ulusal Halk Sa\u011fl\u0131\u011f\u0131 Enstit\u00fcs\u00fc, Viyana idi. Sahibi, edit\u00f6r\u00fc ve yay\u0131nc\u0131s\u0131 WHO Eylem A\u011f\u0131 M-POHL’nin HLS19 Konsorsiyumu idi.<\/p>

Bu rapor, \u00f6zellikle S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma Hedefi (SKH) 3 \u201ciyi sa\u011fl\u0131k ve refah\u201d ve S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma Hedefi (SKH) 10 \u201csosyal e\u015fitsizlik\u201d ile ilgili olarak 2030 G\u00fcndemi i\u00e7in S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma\u2019n\u0131n uygulanmas\u0131na katk\u0131da bulunmaktad\u0131r. \u0130\u015fte raporun k\u0131sa bir \u00f6zeti, t\u00fcm raporu linkten pdf dosyas\u0131 olarak indirebilirsiniz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tHLS19 International report<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Arka Plan<\/strong><\/p>

Avrupa’da, halk sa\u011fl\u0131\u011f\u0131, hastal\u0131k \u00f6nleme ve sa\u011fl\u0131k te\u015fviki ile ilgili yeti\u015fkin n\u00fcfus sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 (HL) de\u011ferlendirmesine y\u00f6nelik artan bir ilgi var. Bu, ABD’deki hastalara odaklanan bir gelene\u011fe dayanmaktad\u0131r. Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Anketi (HLS-EU, 2009-2012), sekiz AB \u00fclkesinde sa\u011fl\u0131k i\u00e7in HL’nin \u00f6nemini do\u011frulad\u0131 ve sonraki \u00e7al\u0131\u015fmalar daha fazla Avrupa ve Asya \u00fclkelerinde bu bulgular\u0131 yank\u0131lad\u0131. Bu \u00e7al\u0131\u015fmalar, genel n\u00fcfusun \u00f6nemli bir k\u0131sm\u0131n\u0131n s\u0131n\u0131rl\u0131 HL’ye sahip oldu\u011funu, bunun sosyal bir gradyan\u0131 oldu\u011funu ve sa\u011fl\u0131kl\u0131 ya\u015fam tarzlar\u0131, kendini bildirilen sa\u011fl\u0131k ve sa\u011fl\u0131k hizmeti kullan\u0131m\u0131 \u00fczerinde olumsuz etkileri oldu\u011funu ortaya koydu. D\u00fcnya Sa\u011fl\u0131k \u00d6rg\u00fct\u00fc’n\u00fcn “Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131: Sa\u011flam Ger\u00e7ekler” (2013) adl\u0131 \u00f6nerilerini takiben, WHO\/Avrupa, 28 \u00fclkeyi i\u00e7eren N\u00fcfus ve \u00d6rg\u00fctsel Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u00d6l\u00e7\u00fcm\u00fc \u00fczerine Eylem A\u011f\u0131 (M-POHL) ba\u015flatt\u0131. Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Anketi 2019 (HLS19), WHO Avrupa B\u00f6lgesi’ndeki 17 \u00fclkede ger\u00e7ekle\u015ftirildi. HLS19, Genel HL’nin yan\u0131 s\u0131ra Navigasyon HL, hekimlerle \u0130leti\u015fimsel HL, Dijital HL ve A\u015f\u0131lama HL gibi \u00f6zel HL’leri de, yeni geli\u015ftirilen ve do\u011frulanm\u0131\u015f ara\u00e7lar kullanarak inceledi. Ayr\u0131ca, HLS19, sa\u011fl\u0131k maliyetleri i\u00e7in bir arac\u0131 olarak HL’nin rol\u00fcn\u00fc analiz etti.<\/p>

Y\u00f6ntemler<\/strong><\/p>

HLS19, 17 kat\u0131l\u0131mc\u0131 \u00fclkedeki \u00f6zel hane i\u00e7inde ya\u015fayan 18 ya\u015f ve \u00fcst\u00fc daimi sakinlere y\u00f6nelik bir kesitsel \u00e7ok merkezli anket \u00e7al\u0131\u015fmas\u0131 tasar\u0131m\u0131 kulland\u0131. \u00c7al\u0131\u015fma, 865 ile 5,660 aras\u0131nda de\u011fi\u015fen ulusal \u00f6rneklem b\u00fcy\u00fckl\u00fckleri ile 42,445 g\u00f6r\u00fc\u015fme i\u00e7ermekteydi. \u00dclkeler, genellikle cinsiyet, ya\u015f grubu, n\u00fcfus yo\u011funlu\u011fu ve co\u011frafi alanlara g\u00f6re \u00f6rneklemi tabakaland\u0131rarak \u00e7ok a\u015famal\u0131 rastgele \u00f6rnekleme veya kota \u00f6rnekleme kulland\u0131. Veri toplama, Kas\u0131m 2019’dan Haziran 2021’e kadar ki\u015fisel, telefon veya web tabanl\u0131 r\u00f6portajlar arac\u0131l\u0131\u011f\u0131yla ger\u00e7ekle\u015fti. Genel HL’yi de\u011ferlendirmek i\u00e7in, orijinal HLS-EU-Q47 arac\u0131n\u0131n k\u0131salt\u0131lm\u0131\u015f bir versiyonu olan HLS19-Q12, 17 \u00fclkede ge\u00e7erli k\u0131l\u0131nd\u0131 ve kullan\u0131ld\u0131. Ayn\u0131 anda, Navigasyon HL, Hekimlerle \u0130leti\u015fimsel HL, Dijital HL ve A\u015f\u0131lama HL i\u00e7in yeni ara\u00e7lar geli\u015ftirildi ve do\u011fruland\u0131, 7 ila 13 g\u00f6n\u00fcll\u00fc \u00fclke bu s\u00fcrece kat\u0131ld\u0131. Bu \u00f6zel HL’ler i\u00e7in a\u00e7\u0131k tan\u0131mlar, kapsaml\u0131, genel HL i\u00e7in HLS-EU tan\u0131m\u0131 ile uyumlu hale getirildi ve \u00f6\u011feler buna g\u00f6re se\u00e7ildi veya olu\u015fturuldu. HL’nin alakal\u0131 korelatlar\u0131 da \u00f6l\u00e7\u00fcld\u00fc. HLS19 ara\u00e7lar\u0131, 16 \u00fclke taraf\u0131ndan ulusal dillere ve baz\u0131lar\u0131 taraf\u0131ndan g\u00f6\u00e7men dillere \u00e7evrildi. HL puanlar\u0131, “kolay” ve “\u00e7ok kolay” kategorilerinin birle\u015ftirilmesiyle hesapland\u0131, 0’dan 100’e standartla\u015ft\u0131r\u0131ld\u0131 ve y\u00fcksek puanlar daha y\u00fcksek HL seviyelerini g\u00f6sterdi. Genel HL i\u00e7in d\u00f6rt kategorik seviye belirlendi (m\u00fckemmel, yeterli, sorunlu, yetersiz).<\/p>

HLS19 Sonu\u00e7lar\u0131na Dayal\u0131 Tavsiyeler Genel HL ile \u0130lgili:<\/strong><\/p>

  1. Uzun S\u00fcreli \u00c7al\u0131\u015fmalara Yat\u0131r\u0131m: o Sa\u011fl\u0131k politikalar\u0131, n\u00fcfusun HL’sini d\u00fczenli olarak \u00f6l\u00e7mek ve izlemek i\u00e7in uzun s\u00fcreli \u00e7al\u0131\u015fmalara kaynak ay\u0131rmal\u0131d\u0131r.<\/li>
  2. M\u00fcdahalelerin Sistematik Uygulanmas\u0131: o Sa\u011fl\u0131k politikalar\u0131, risk alt\u0131ndaki gruplar aras\u0131ndaki sa\u011fl\u0131k fark\u0131n\u0131 azaltmaya \u00f6zel olarak odaklanarak, HL’yi art\u0131rmaya y\u00f6nelik m\u00fcdahaleleri sistematik bir \u015fekilde uygulamal\u0131d\u0131r.<\/li>
  3. Sa\u011fl\u0131k Bilgilerine Kapsaml\u0131 Yakla\u015f\u0131m: o M\u00fcdahaleler, sa\u011fl\u0131kla ilgili bilgileri i\u015flemenin d\u00f6rt y\u00f6n\u00fcn\u00fc (eri\u015fim, anlama, de\u011ferlendirme ve uygulama) sa\u011fl\u0131k hizmetleri, hastal\u0131k \u00f6nleme ve sa\u011fl\u0131k te\u015fviki i\u00e7inde ele almal\u0131d\u0131r.<\/li>
  4. Zor G\u00f6revlere \u00d6ncelik Verme: o N\u00fcfus taraf\u0131ndan daha zor olarak alg\u0131lanan belirli, somut HL g\u00f6revlerini hedefleyen m\u00fcdahalelere \u00f6ncelik verilmelidir.<\/li>
  5. Kitle Medyas\u0131ndan Sa\u011fl\u0131k Bilgilerinin \u0130yile\u015ftirilmesi: o Kitle medya kanallar\u0131 arac\u0131l\u0131\u011f\u0131yla sa\u011flanan sa\u011fl\u0131k bilgilerinin kalitesini art\u0131rmak i\u00e7in \u00e7aba g\u00f6sterilmelidir.<\/li>
  6. Zihinsel Sa\u011fl\u0131k M\u00fcdahalelerine \u00d6ncelik Verme: o Zihinsel sa\u011fl\u0131k ba\u011flam\u0131nda HL’yi iyile\u015ftirmeye y\u00f6nelik m\u00fcdahalelere \u00f6ncelik verilmeli ve bu konuda \u00f6zel ara\u015ft\u0131rmalar desteklenmelidir. Bu tavsiyeler, sa\u011fl\u0131k politikalar\u0131 ve m\u00fcdahalelerine rehberlik etmeyi ama\u00e7lamaktad\u0131r, HL’nin \u00e7e\u015fitli y\u00f6nlerini ele alman\u0131n, risk alt\u0131ndaki n\u00fcfuslar\u0131 hedeflemenin ve belirli zorlu g\u00f6revlere ve zihinsel sa\u011fl\u0131k alanlar\u0131na odaklanman\u0131n \u00f6nemini vurgulamaktad\u0131r.<\/li><\/ol>

    \u00d6zel HL’lerle \u0130lgili Tavsiyeler:<\/strong><\/p>

    Navigasyonel HL:<\/strong><\/p>

    1. Sistemik ve Kurumsal M\u00fcdahaleler: o Sa\u011fl\u0131k politikalar\u0131, daha sa\u011fl\u0131k okuryazar\u0131, kullan\u0131c\u0131 dostu ve gezilebilir sa\u011fl\u0131k sistemleri olu\u015fturmak i\u00e7in sistemik ve kurumsal m\u00fcdahalelere odaklanarak Navigasyonel HL’yi art\u0131rmak i\u00e7in stratejiler geli\u015ftirmelidir. \u0130leti\u015fimsel HL: 2. Profesyonel-Hasta \u0130leti\u015fimine \u00d6ncelik: \u2022 Sa\u011fl\u0131k profesyonelleri, \u00f6zellikle doktorlar ve hastalar aras\u0131ndaki ileti\u015fimi iyile\u015ftiren m\u00fcdahalelere y\u00fcksek \u00f6ncelik verilmelidir. Sa\u011fl\u0131k profesyonelleri aras\u0131nda ki\u015fi merkezli ileti\u015fim becerilerini art\u0131rmak i\u00e7in destek sa\u011flanmal\u0131d\u0131r. Dijital HL: 3. Dijital Bilgi Eri\u015filebilirli\u011finin Art\u0131r\u0131lmas\u0131: \u2022 Kolay anla\u015f\u0131l\u0131r, y\u00fcksek kaliteli, g\u00fcvenilir, de\u011ferlendirilebilir ve uygulanabilir sa\u011fl\u0131k bilgilerine dijital kaynaklar arac\u0131l\u0131\u011f\u0131yla eri\u015filebilirli\u011fi art\u0131rmaya y\u00f6nelik \u00e7abalar yo\u011funla\u015ft\u0131r\u0131lmal\u0131d\u0131r. A\u015f\u0131lama HL: 4. A\u015f\u0131lama HL \u0130yile\u015ftirmesine \u00dcst D\u00fczey \u00d6ncelik: \u2022 A\u015f\u0131lama HL’nin iyile\u015ftirilmesine \u00f6ncelik verilmeli, a\u015f\u0131lama bilgilerinin g\u00fcvenilirli\u011fini ve ileti\u015fimini art\u0131rmaya odaklan\u0131lmal\u0131d\u0131r. HL \u00dczerine Ara\u015ft\u0131rmalar:<\/li>
    2. \u00dclkeler Aras\u0131 D\u00fczenli \u00d6l\u00e7\u00fcm: o Sa\u011fl\u0131k politikalar\u0131, m\u00fcmk\u00fcn oldu\u011funca \u00e7ok say\u0131da \u00fclkede yeti\u015fkin n\u00fcfusun HL’sinin d\u00fczenli olarak \u00f6l\u00e7\u00fclmesini desteklemelidir.<\/li>
    3. Gelecekteki \u00d6l\u00e7\u00fcm \u0130\u00e7in Planlama: o Bir sonraki HL \u00f6l\u00e7\u00fcm dalgas\u0131 i\u00e7in 2024 y\u0131l\u0131nda veri toplama tavsiye edilmektedir.<\/li>
    4. Odaklanm\u0131\u015f Ara\u015ft\u0131rma ve Ara\u00e7 Geli\u015ftirme: o Bir sonraki dalga i\u00e7in haz\u0131rl\u0131k olarak, derinlemesine analizler yapmak, HL \u00f6l\u00e7me ara\u00e7lar\u0131n\u0131 g\u00f6zden ge\u00e7irmek ve alakal\u0131 korelatlar\u0131 ara\u015ft\u0131rmak i\u00e7in \u00f6zel ara\u015ft\u0131rma fonlar\u0131na ihtiya\u00e7 vard\u0131r.<\/li>
    5. \u00d6zel HL’ler \u0130\u00e7in Detayl\u0131 Analizler ve Yay\u0131nlar: o HLS19 verileri \u00fczerinde daha detayl\u0131 analizler ve yay\u0131nlar gerekmektedir, ayr\u0131ca sonraki uygulamalarda iyile\u015ftirmeler i\u00e7in s\u00fcrekli ara\u015ft\u0131rma ve geli\u015ftirme \u00e7al\u0131\u015fmalar\u0131 devam etmelidir.<\/li>
    6. Ek Sa\u011fl\u0131k Okuryazarl\u0131klar\u0131n\u0131n Ke\u015ffi: o Genel HL ile ilgili ek \u00f6zel sa\u011fl\u0131k okuryazarl\u0131klar\u0131 ve alakal\u0131 konular g\u00f6zden ge\u00e7irilmeli, se\u00e7ilmeli ve bir sonraki HL \u00f6l\u00e7\u00fcm dalgas\u0131na dahil edilmek \u00fczere ara\u015ft\u0131r\u0131lmal\u0131d\u0131r.<\/li>
    7. HL’nin Maliyetleri ve Ekonomisi: o HL ile ili\u015fkili maliyetlerin ve ekonominin anla\u015f\u0131lmas\u0131 i\u00e7in daha ayr\u0131nt\u0131l\u0131 analizlere ihtiya\u00e7 vard\u0131r.<\/li>
    8. Bilimsel Yay\u0131nlar Arac\u0131l\u0131\u011f\u0131yla Yay\u0131lma: o HLS19 sonu\u00e7lar\u0131, daha geni\u015f eri\u015filebilirlik ve kullan\u0131m sa\u011flamak i\u00e7in hakemli bilimsel yay\u0131nlar arac\u0131l\u0131\u011f\u0131yla daha geni\u015f bir \u015fekilde yay\u0131lmal\u0131d\u0131r.<\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t
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      Genel Yeti\u015fkin N\u00fcfusta Kapsaml\u0131, Genel Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131n\u0131n \u00d6l\u00e7\u00fcm\u00fc: On Yedi \u00dclkede HLS -Q12 Enstr\u00fcman\u0131n\u0131n Geli\u015ftirilmesi ve Do\u011frulanmas\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Bu makale, Kas\u0131m 2022’de Uluslararas\u0131 \u00c7evre Ara\u015ft\u0131rmalar\u0131 ve Halk Sa\u011fl\u0131\u011f\u0131 Dergisi’nde yay\u0131mlanm\u0131\u015ft\u0131r. \u0130\u015fte makalenin \u00f6zeti. Tam makaleyi ba\u011flant\u0131dan indirebilirsiniz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tMeasuring Comprehensive<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Arka Plan:<\/strong><\/p>

      Ulusal ve uluslararas\u0131 halk sa\u011fl\u0131\u011f\u0131 politikalar\u0131 arac\u0131l\u0131\u011f\u0131yla sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 (HL) art\u0131rmak i\u00e7in, n\u00fcfus HL’sini \u00f6l\u00e7mek i\u00e7in kapsaml\u0131 bir araca ihtiya\u00e7 vard\u0131r. Bu \u00e7al\u0131\u015fma, WHO Avrupa B\u00f6lgesi’ndeki 17 \u00fclkede uygulanan ve do\u011frulanm\u0131\u015f olan HLS-EU-Q47’den geli\u015ftirilen \u00f6zl\u00fc bir ara\u00e7 olan HLS-Q12’yi tan\u0131tmaktad\u0131r.<\/p>

      Y\u00f6ntemler:<\/strong><\/p>

      Fakt\u00f6riyel ge\u00e7erlilik ve boyutsall\u0131k, Cronbach alfa katsay\u0131lar\u0131, do\u011frulay\u0131c\u0131 fakt\u00f6r analizi (CFA), Rasch modeli (RM) ve K\u0131smi Kredi Modeli (PCM) kullan\u0131larak de\u011ferlendirildi. Ay\u0131rt edici ge\u00e7erlilik, korelasyon analizi ile de\u011ferlendirilirken, e\u015fzamanl\u0131 \u00f6ng\u00f6r\u00fcc\u00fc ge\u00e7erlilik, do\u011frusal regresyon analizi ile test edildi.<\/p>

      Sonu\u00e7lar:<\/strong><\/p>

      Cronbach alfa katsay\u0131lar\u0131 0.7’nin \u00fczerindedir, bu da g\u00fc\u00e7l\u00fc i\u00e7 tutarl\u0131l\u0131\u011f\u0131 g\u00f6stermektedir. Tek fakt\u00f6rl\u00fc CFAlar iyi model uyumu g\u00f6sterirken, belirli \u00f6\u011feler belirli \u00fclke veri setlerinde farkl\u0131 \u00f6\u011fe i\u015flevselli\u011fi sergilemektedir. Regresyon analizleri, HLS-Q12 puanlar\u0131n\u0131n sosyal belirleyiciler ve se\u00e7ilen HL sonu\u00e7lar\u0131 ile ili\u015fkisini ortaya koymaktad\u0131r. HLS-Q12 puan\u0131, HLS-Q47 uzun formu ile y\u00fcksek korelasyon (r \u2265 0.897) sergilemektedir.<\/p>

      Sonu\u00e7lar:<\/strong> Kapsaml\u0131 bir HL anlay\u0131\u015f\u0131na dayanan HLS-Q12, \u00e7e\u015fitli dillerde, \u00fclke ba\u011flamlar\u0131nda ve veri toplama y\u00f6ntemlerinde tatmin edici psikometrik ve ge\u00e7erlilik \u00f6zellikleri sergilemektedir. Genel, ulusal, yeti\u015fkin n\u00fcfuslarda HL’yi \u00f6l\u00e7mek i\u00e7in uygun oldu\u011funu kan\u0131tlarken, potansiyel ara\u00e7 geli\u015ftirmesi i\u00e7in alanlar\u0131 da vurgulamaktad\u0131r.”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

      \n\t\t\t\t\n\t\t\t\t\t
      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131: COVID-19 Pandemisinde Her Zamankinden Daha \u00d6nemli <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      \u0130\u015fte T\u00fcrkiye Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Dergisi’nin Aral\u0131k 2020’de yay\u0131mlanan edit\u00f6ryal mektubunun \u00f6zeti.<\/p>

      Mektup, COVID-19 pandemisinde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n \u00f6nemini vurgulamaktad\u0131r. Makale, linkten indirilebilir.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tHL in Covid-19<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Bu edit\u00f6ryal mektup, COVID-19 pandemisinin getirdi\u011fi e\u015fi g\u00f6r\u00fclmemi\u015f zorluklar\u0131 yans\u0131tmakta ve bu ola\u011fan\u00fcst\u00fc zamanlarda sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n \u00f6nemini vurgulamaktad\u0131r. Edit\u00f6ryal, ulusal ve uluslararas\u0131 perspektiflerden sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 inceleyen T\u00fcrkiye Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Dergisi’nin \u00f6zel bir say\u0131s\u0131n\u0131 tan\u0131tmaktad\u0131r.<\/p>

      COVID-19 pandemisi, k\u00fcresel olarak toplumlar\u0131 derinden etkilemi\u015f, \u00f6nemli sa\u011fl\u0131k, ekonomik ve sosyal sonu\u00e7lara yol a\u00e7m\u0131\u015ft\u0131r. Vir\u00fcs\u00fcn yay\u0131lmas\u0131n\u0131 engellemek i\u00e7in d\u00fcnya \u00e7ap\u0131nda halk sa\u011fl\u0131\u011f\u0131 \u00f6nlemleri al\u0131nm\u0131\u015ft\u0131r ve edit\u00f6ryal, pandeminin sosyal etkilerini, korku, panik, ruh sa\u011fl\u0131\u011f\u0131 sorunlar\u0131 ve ekonomik sorunlar dahil olmak \u00fczere vurgulamaktad\u0131r.<\/p>

      Mektup, pandemi taraf\u0131ndan ortaya konan zorluklar\u0131n \u00fcstesinden gelmede sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n kritik rol\u00fcn\u00fc vurgulamaktad\u0131r. S\u0131n\u0131rl\u0131 sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n sessiz bir salg\u0131na benzer oldu\u011funu vurgulamakta ve halk sa\u011fl\u0131\u011f\u0131 giri\u015fimlerinde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n ele al\u0131nmas\u0131n\u0131n \u00f6nemini vurgulamaktad\u0131r. Edit\u00f6ryal, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n sa\u011fl\u0131k \u00fczerinde bir sosyal belirleyici oldu\u011funu ve \u00e7e\u015fitli e\u011fitim ve gelir seviyelerindeki bireyleri etkiledi\u011fini belirtmektedir.<\/p>

      \u00c7al\u0131\u015fmalar, y\u00fcksek sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n daha iyi sa\u011fl\u0131k bilgisi, geli\u015fmi\u015f sa\u011fl\u0131k durumu, azalt\u0131lm\u0131\u015f sa\u011fl\u0131k e\u015fitsizlikleri ve genel olarak daha iyi bir refah ile ili\u015fkili oldu\u011funu g\u00f6stermi\u015ftir. Mektup, y\u00fcksek sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n bireyleri bilin\u00e7li kararlar almaya yetkilendirerek, etkili m\u00fcdahalelere katk\u0131da bulundu\u011funu ve bir salg\u0131n s\u0131ras\u0131nda korku ve pani\u011fi azaltt\u0131\u011f\u0131n\u0131 vurgulamaktad\u0131r.<\/p>

      Edit\u00f6ryal, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n bug\u00fcn\u00fcn bilgi zengini d\u00fcnyas\u0131nda daha da kritik hale geldi\u011fini savunmakta ve bu s\u0131kl\u0131kla g\u00f6z ard\u0131 edilen konu \u00fczerinde artan bir dikkat ve tart\u0131\u015fma \u00e7a\u011fr\u0131s\u0131nda bulunmaktad\u0131r. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 iyile\u015ftirmenin sa\u011fl\u0131k te\u015fviki, hastal\u0131k \u00f6nleme ve pandemi gibi durumlarda gerekli h\u0131zl\u0131 m\u00fcdahaleler i\u00e7in etkili bir strateji oldu\u011funu vurgulamaktad\u0131r.<\/p>

      Sonu\u00e7 olarak, mektup sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n sosyal sorumluluk ve diren\u00e7 a\u00e7\u0131s\u0131ndan hayati bir unsur olarak g\u00f6r\u00fclmesi gerekti\u011fini savunmaktad\u0131r. Devam eden pandemi s\u0131ras\u0131nda sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 iyile\u015ftirmek i\u00e7in disiplinleraras\u0131 bir yakla\u015f\u0131m\u0131n \u00f6nemini vurgulamakta ve sa\u011fl\u0131k bilgisi t\u00fcketicileri ve sa\u011flay\u0131c\u0131lar\u0131 i\u00e7in \u00f6nemli bir ara\u00e7 olarak kullan\u0131lmas\u0131n\u0131 te\u015fvik etmektedir.”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

      \n\t\t\t\t\n\t\t\t\t\t
      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Seviyesi ve Sa\u011fl\u0131kla \u0130lgili Bilgi Kayna\u011f\u0131 Olarak Medyan\u0131n Kullan\u0131m\u0131 Aras\u0131ndaki \u0130li\u015fki <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Bu makale, 2021’de Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Ara\u015ft\u0131rma ve Uygulama’n\u0131n 5. Cildinin 2. Say\u0131s\u0131nda yay\u0131mlanm\u0131\u015ft\u0131r. Makale, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n te\u015fviki a\u00e7\u0131s\u0131ndan sa\u011fl\u0131kla ilgili bilgi kaynaklar\u0131n\u0131n \u00f6nemini vurgulamaktad\u0131r. \u0130\u015fte makalenin \u00f6zeti.<\/p>

      Makaleye ba\u011flant\u0131l\u0131 dosyadan ula\u015fabilirsiniz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tHL and Media<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Arka Plan:<\/strong><\/p>

      T\u00fcrkiye’de yap\u0131lan \u00f6nceki ara\u015ft\u0131rmalar, k\u00fclt\u00fcrel olarak uyarlanm\u0131\u015f bir \u00f6l\u00e7ek kullanarak ulusal sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 seviyelerini ve ili\u015fkili fakt\u00f6rleri kapsaml\u0131 olarak incelememi\u015ftir. Bu \u00e7al\u0131\u015fma, T\u00fcrkiye’deki sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 seviyelerini de\u011ferlendirmeyi ve sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 ile sosyoekonomik fakt\u00f6rler ve sa\u011fl\u0131kla ilgili \u00e7e\u015fitli bilgi kaynaklar\u0131 aras\u0131ndaki ili\u015fkiyi ara\u015ft\u0131rmay\u0131 ama\u00e7lamaktad\u0131r.<\/p>

      Y\u00f6ntemler:<\/strong><\/p>

      Bilgisayar destekli ki\u015fisel g\u00f6r\u00fc\u015fme yakla\u015f\u0131m\u0131yla ger\u00e7ekle\u015ftirilen bu kesitsel, ulusal temsili ara\u015ft\u0131rma, %70.9 yan\u0131t oran\u0131yla 6,228 hane i\u00e7ermi\u015ftir. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, T\u00fcrkiye Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u00d6l\u00e7e\u011fi kullan\u0131larak \u00f6l\u00e7\u00fclm\u00fc\u015ft\u00fcr. Ayr\u0131ca, sa\u011fl\u0131kla ilgili bilgi kaynaklar\u0131 olarak gazeteler, televizyon, internet ve ak\u0131ll\u0131 telefonlar, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 i\u00e7in regresyon modeline dahil edilmi\u015ftir.<\/p>

      Temel Sonu\u00e7lar:<\/strong><\/p>

      Kat\u0131l\u0131mc\u0131lar\u0131n yakla\u015f\u0131k 7’si 10’undan s\u0131n\u0131rl\u0131 sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 g\u00f6stermi\u015f, %30.9’u yetersiz ve %38’i problemli olarak kategorize edilmi\u015ftir. Yetersiz ve problemli sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 s\u0131kl\u0131klar\u0131, sa\u011fl\u0131k hizmeti alanlar\u0131na k\u0131yasla hastal\u0131k \u00f6nleme ve te\u015fvik alanlar\u0131nda daha y\u00fcksekti. Sa\u011fl\u0131kla ilgili bilgi i\u00e7in en s\u0131k kullan\u0131lan ortam internet (%48.6) olarak ortaya \u00e7\u0131km\u0131\u015f, ard\u0131ndan televizyon (%33) gelmi\u015ftir. Kontroll\u00fc modeller, daha y\u00fcksek sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 puanlar\u0131 ile y\u00fckseltilmi\u015f e\u011fitim ve gelir seviyeleri aras\u0131nda ili\u015fkiler ortaya koymu\u015ftur. Televizyon, internet, gazeteler ve ak\u0131ll\u0131 telefonlar gibi sa\u011fl\u0131kla ilgili bilgi kaynaklar\u0131, genel sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 indeksi \u00fczerinde \u00f6nemli etkiler g\u00f6stermi\u015ftir.<\/p>

      Sonu\u00e7lar:<\/strong><\/p>

      T\u00fcrkiye’deki sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, sosyal e\u015fitsizlikleri yans\u0131tmakta olup, \u00e7al\u0131\u015fma sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 seviyelerine sosyoekonomik de\u011fi\u015fkenlerin ve sa\u011fl\u0131k bilgi kaynaklar\u0131n\u0131n \u00f6nemini vurgulamaktad\u0131r. Bulgular, \u00fclkedeki genel sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 iyile\u015ftirmek i\u00e7in sa\u011fl\u0131k bilgi kaynaklar\u0131n\u0131 geli\u015ftirmenin gereklili\u011fine i\u015faret etmektedir.”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      T\u00fcrk\u00e7e Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Anketleri; Ge\u00e7erlilik ve G\u00fcvenilirlik <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 anketlerinin ge\u00e7erlilik ve g\u00fcvenilirli\u011fi raporu, 2016 y\u0131l\u0131nda T\u00fcrkiye Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 taraf\u0131ndan yay\u0131mland\u0131. Kitap T\u00fcrk\u00e7e olmas\u0131na ra\u011fmen, i\u015fte kitab\u0131n uzun \u00f6zeti.<\/p>

      T\u00fcm kitap-rapor ba\u011flant\u0131l\u0131 dosyadan ula\u015f\u0131labilir.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tSa\u011fl\u0131k Okur Yazarl\u0131\u011f\u0131<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \u00d6neri, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 de\u011ferlendirmek i\u00e7in bir \u00f6l\u00e7ek geli\u015ftirmek \u00fczere Eyl\u00fcl 2013’te T\u00fcrkiye Cumhuriyeti Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 Sa\u011fl\u0131k Te\u015fviki Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc taraf\u0131ndan Adnan Menderes \u00dcniversitesi T\u0131p Fak\u00fcltesi Halk Sa\u011fl\u0131\u011f\u0131 B\u00f6l\u00fcm\u00fc’ne getirildi. \u0130\u015f birli\u011fi karar\u0131n\u0131n ard\u0131ndan, konuyu tart\u0131\u015fmak ve ara\u015ft\u0131rma \u00f6nerileri toplamak i\u00e7in bir toplant\u0131 d\u00fczenlendi. \u0130lk toplant\u0131, 16. Ulusal Halk Sa\u011fl\u0131\u011f\u0131 Kongresi s\u0131ras\u0131nda, 28 Ekim 2013’te ger\u00e7ekle\u015fti.<\/p>

      Bu toplant\u0131da, yeni \u00f6l\u00e7e\u011fin kavramsal \u00e7er\u00e7evesi olarak HLS-EU Konsorsiyumu (2012) taraf\u0131ndan geli\u015ftirilen “Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Anketi (HLS-EU)” \u00e7er\u00e7evesinin kullan\u0131lmas\u0131na karar verildi. HLS-EU \u00e7al\u0131\u015fmas\u0131na dayanarak, Likert \u00f6l\u00e7e\u011fine dayal\u0131 deklaratif sorular i\u00e7eren bir \u00f6l\u00e7ek ve farkl\u0131 uygulama t\u00fcrlerini i\u00e7eren senaryo tabanl\u0131 sorular i\u00e7eren ba\u015fka bir \u00f6l\u00e7ek geli\u015ftirilmesi konusunda anla\u015f\u0131ld\u0131.<\/p>

      HLS-EU \u00e7al\u0131\u015fmas\u0131, kavramsal \u00e7er\u00e7eveye dayal\u0131 bir matris kullanarak, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 “Tedavi ve Hizmet Boyutu,” “Hastal\u0131k \u00d6nleme Boyutu” ve “Sa\u011fl\u0131k Te\u015fviki Boyutu” olarak kategorize edilen ve “Bilgiyi Anlama,” “Bilgiyi Uygulama,” “Bilgiyi De\u011ferlendirme” ve “Bilgiyi Kullanma\/Uygulama” s\u00fcre\u00e7lerinden olu\u015fan on iki bile\u015fen arac\u0131l\u0131\u011f\u0131yla de\u011ferlendirdi. Bu bile\u015fenlerin i\u015flevleri kolayl\u0131k veya zorluk seviyeleri a\u00e7\u0131s\u0131ndan de\u011ferlendirildi.<\/p>

      Bu \u00f6l\u00e7ekleri geli\u015ftirmek i\u00e7in, bir uzman paneli olu\u015fturulmas\u0131 kararla\u015ft\u0131r\u0131ld\u0131 ve e-posta yaz\u0131\u015fmalar\u0131 yoluyla, her iki t\u00fcr \u00f6l\u00e7ek i\u00e7in \u00e7e\u015fitli disiplinlerden uzmanlar\u0131n kat\u0131l\u0131m\u0131yla bir at\u00f6lye \u00e7al\u0131\u015fmas\u0131 yapma fikri ortaya \u00e7\u0131kt\u0131. At\u00f6lye haz\u0131rl\u0131klar\u0131 i\u00e7in, HLS-EU \u00d6l\u00e7e\u011fi’nin \u0130ngilizce-T\u00fcrk\u00e7e ve T\u00fcrk\u00e7e-\u0130ngilizce \u00e7evirileri uzmanlardan talep edildi ve \u00e7evrilen \u00f6l\u00e7ek at\u00f6lye kat\u0131l\u0131mc\u0131lar\u0131na sunuldu. \u00c7eviri y\u00f6ntemleri aras\u0131nda, dilsel ge\u00e7erlilik i\u00e7in \u00e7eviri-geri \u00e7eviri (Brislin, 1980), dil ge\u00e7erlili\u011fi i\u00e7in grup \u00e7evirisi ve uzman g\u00f6r\u00fc\u015fleri yer ald\u0131.<\/p>

      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u00d6l\u00e7e\u011fi Geli\u015ftirme At\u00f6lyesi, 19-20 Aral\u0131k 2013 tarihlerinde Ankara’da d\u00fczenlendi. \u0130ki g\u00fcn boyunca, \u00e7e\u015fitli disiplinlerden 17 uzman, iki gruba ayr\u0131larak iki t\u00fcr \u00f6l\u00e7ek geli\u015ftirmek \u00fczere \u00e7al\u0131\u015ft\u0131. \u0130kinci g\u00fcn, her iki \u00f6l\u00e7ek de t\u00fcm grup i\u00e7in geri bildirim almak \u00fczere sunuldu. Bu at\u00f6lye sonucunda, Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Likert \u00d6l\u00e7e\u011fi i\u00e7in madde \u00f6nerileri yap\u0131ld\u0131 ve d\u00f6rt senaryodan olu\u015fan bir Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Senaryo \u00d6l\u00e7e\u011fi geli\u015ftirildi.<\/p>

      At\u00f6lyeden sonra, ASOY-TR’nin (Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Anketi’nin T\u00fcrk\u00e7eye Uyarlanmas\u0131) sahada nas\u0131l i\u015fledi\u011fini de\u011ferlendirmenin, yeni bir \u00f6l\u00e7ek geli\u015ftirmeden \u00f6nce faydal\u0131 olaca\u011f\u0131na karar verildi. Sonu\u00e7 olarak, ASOY-TR \u00e7al\u0131\u015fmas\u0131 y\u00fcr\u00fct\u00fcld\u00fc ve sonu\u00e7lar\u0131 raporun ikinci b\u00f6l\u00fcm\u00fcnde sunuldu.<\/p>

      Bu \u00e7al\u0131\u015fmadan sonra, \u00f6l\u00e7e\u011fin genel olarak sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 \u00f6l\u00e7t\u00fc\u011f\u00fc g\u00f6zlendi; ancak, “tedavi ve hizmet,” “hastal\u0131k \u00f6nleme” ve “sa\u011fl\u0131k te\u015fviki” boyutlar\u0131n\u0131 ayr\u0131 ayr\u0131 tan\u0131mlamada zorluklar ortaya \u00e7\u0131kt\u0131. Bu nedenle, yeni Likert \u00f6l\u00e7e\u011fi i\u00e7in kavramsal \u00e7er\u00e7evede bir de\u011fi\u015fiklik yap\u0131ld\u0131 ve \u00fclkemizin \u00f6zel ba\u011flam\u0131 i\u00e7in “hastal\u0131k \u00f6nleme” ve “sa\u011fl\u0131k te\u015fviki” boyutlar\u0131n\u0131n birle\u015ftirilmesine karar verildi. Bu hedef do\u011frultusunda, at\u00f6lyeden \u00f6nerilen maddeler kullan\u0131larak 32 maddelik bir Likert \u00f6l\u00e7e\u011fi geli\u015ftirildi.<\/p>

      Geli\u015ftirilen Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Likert \u00d6l\u00e7e\u011fi, 15 uzmana sunuldu ve bunlardan 13’\u00fc de\u011ferlendirmelerde ve g\u00f6r\u00fc\u015flerde bulundu. Uzman geri bildirimlerindeki a\u00e7\u0131klamalar, istatistiksel de\u011ferlendirmeler, \u00f6l\u00e7ek \u00fczerine bir uzman dan\u0131\u015fman\u0131n g\u00f6r\u00fc\u015fleri ve ASOY-TR \u00e7al\u0131\u015fmas\u0131ndan elde edilen deneyimler, ara\u015ft\u0131rma ekibi taraf\u0131ndan \u00f6l\u00e7e\u011fi sonland\u0131rmak \u00fczere dikkate al\u0131nd\u0131. Sonu\u00e7ta ortaya \u00e7\u0131kan \u00f6l\u00e7ek “T\u00fcrkiye Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u00d6l\u00e7e\u011fi-32 (TSOY-32)” olarak adland\u0131r\u0131ld\u0131.<\/p>

      19-20 Aral\u0131k 2013 tarihlerinde d\u00fczenlenen Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u00d6l\u00e7e\u011fi Geli\u015ftirme At\u00f6lyesinde geli\u015ftirilen Senaryo \u00d6l\u00e7e\u011fi oldu\u011fu gibi korundu, ancak ayn\u0131 senaryolar i\u00e7in farkl\u0131 bir de\u011ferlendirme y\u00f6ntemi geli\u015ftirilmesini \u00f6neren uzman g\u00f6r\u00fc\u015fleri nedeniyle \u00f6ne \u00e7\u0131kt\u0131.<\/p>

      Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 \u00d6l\u00e7e\u011fi’nin kavramsal \u00e7er\u00e7evesinde sa\u011fl\u0131k boyutlar\u0131n\u0131n (“tedavi-hizmet,” “hastal\u0131k \u00f6nleme” ve “sa\u011fl\u0131k te\u015fviki”) eri\u015fim, anlama ve karar verme\/uygulama s\u00fcre\u00e7leri a\u00e7\u0131s\u0131ndan de\u011ferlendirildi\u011fi senaryolar geli\u015ftirildi. Bu nedenle, her senaryo her boyut i\u00e7in \u00f6zel bir soru i\u00e7erir ve her senaryo ile ilgili ek bir bilgi sorusu eklendi. Sonu\u00e7 olarak, her senaryo d\u00f6rt sorudan olu\u015ftu. Bu formda, “Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Senaryo \u00d6l\u00e7e\u011fi (HLSS)” olarak adland\u0131r\u0131ld\u0131.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

      \n\t\t\t\t\n\t\t\t\t\t
      Uluslararas\u0131 Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 El Kitab\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      \u201cUluslararas\u0131 Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 El Kitab\u0131, Ya\u015fam Boyu Ara\u015ft\u0131rma, Uygulama ve Politika” adl\u0131 kitap, 2019 y\u0131l\u0131nda Orkan Okan, Ullrich Bauer, Diane Levin-Zamir, Paulo Pinheiro ve Kristine S\u00f8rensen taraf\u0131ndan d\u00fczenlenerek yay\u0131mlanm\u0131\u015ft\u0131r.<\/p>

      Kitap, 4 b\u00f6l\u00fcmde toplam 45 b\u00f6l\u00fcmden olu\u015fmaktad\u0131r; Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131na y\u00f6nelik ara\u015ft\u0131rmalar: Son geli\u015fmelerin bir \u00f6zeti, Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 te\u015fvik etmek i\u00e7in programlar ve m\u00fcdahaleler, Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 te\u015fvik etmek i\u00e7in politika programlar\u0131 ve Gelece\u011fe y\u00f6nelik diyalog ve yeni perspektifler.<\/p>

      Bu ba\u015fl\u0131\u011f\u0131n dijital PDF versiyonu A\u00e7\u0131k Eri\u015fim olarak mevcuttur ve Creative Commons At\u0131f-Ticari Olmayan 4.0 lisans\u0131 \u015fartlar\u0131 alt\u0131nda da\u011f\u0131t\u0131lmaktad\u0131r.<\/p>

      Bu nedenle pdf’yi buradan indirebilirsiniz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tInternational Handbook of HL<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \u0130\u015fte kitab\u0131n giri\u015finin \u00f6zeti, okumaya ba\u015flamadan \u00f6nce.<\/p>

      “Uluslararas\u0131 Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 El Kitab\u0131”, giderek artan ilgi g\u00f6ren sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 konusuna dalmaktad\u0131r. Bu ilgi, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n bireyler ve topluluklar aras\u0131ndaki sa\u011fl\u0131k sonu\u00e7lar\u0131ndaki farkl\u0131l\u0131klar\u0131 a\u00e7\u0131klama ve ele alma potansiyeli taraf\u0131ndan desteklenmektedir. El kitab\u0131, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n evrimini, ampirik i\u00e7g\u00f6r\u00fcler, toplumsal d\u00f6n\u00fc\u015f\u00fcmler ve hem k\u00fcresel hem de yerel d\u00fczeyde sa\u011fl\u0131k hizmetleri dinamiklerindeki paradigma de\u011fi\u015fikliklerini yans\u0131tmaktad\u0131r.<\/p>

      Anlat\u0131, \u00f6nemli tarihsel d\u00f6n\u00fcm noktalar\u0131n\u0131n arka plan\u0131nda geli\u015fmekte olup, Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Projesi’nden kaynaklanan \u00f6nemli ampirik bulgular gibi anahtar bulgular\u0131 vurgulamaktad\u0131r. Toplumsal tuval, sa\u011fl\u0131k bilgilerinin \u00e7e\u015fitli formlarda artan bir \u015fekilde mevcut olmas\u0131n\u0131 sa\u011flayan dijital teknolojilerin geli\u015fiyle boyanm\u0131\u015ft\u0131r, ancak ayn\u0131 zamanda eri\u015filebilirlik ve anlama ile ilgili zorluklar da ortaya \u00e7\u0131km\u0131\u015ft\u0131r. ‘Kar\u015f\u0131l\u0131kl\u0131 karar verme’ ve ‘hasta g\u00fc\u00e7lendirme’ terimleri, bireylerin sa\u011fl\u0131k ve bilgi hakk\u0131nda se\u00e7imler yapabilen bilgili t\u00fcketiciler olarak giderek artan bir \u015fekilde g\u00f6r\u00fcld\u00fc\u011f\u00fc daha geni\u015f toplumsal de\u011fi\u015fiklikleri yans\u0131tan doktor-hasta ili\u015fkisinde bir paradigma de\u011fi\u015fikli\u011fini i\u015faret etmektedir.<\/p>

      El kitab\u0131, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n \u00e7ok disiplinli do\u011fas\u0131n\u0131 tan\u0131maktad\u0131r ve sa\u011fl\u0131kla ilgili veritabanlar\u0131n\u0131 e\u011fitim, k\u00fct\u00fcphane ve bilgi bilimleri, hem\u015firelik, eczac\u0131l\u0131k, ileti\u015fim ve sosyoloji veritabanlar\u0131 ile k\u00f6pr\u00fclemektedir. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n \u00e7ok boyutlu karakteri vurgulanmaktad\u0131r, buna bili\u015fsel, sosyal ve k\u00fclt\u00fcrel boyutlar dahildir. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n do\u011fumdan \u00f6l\u00fcme kadar s\u00fcregelen bir ya\u015fam boyu \u00e7aba oldu\u011fu ve bu nedenle bir ya\u015fam d\u00f6ng\u00fcs\u00fc perspektifinin gereklili\u011fi vurgulanmaktad\u0131r.<\/p>

      Tarihsel bir mercek, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n fonksiyonel becerilere dar bir odaklanmadan daha geni\u015f, disiplinleraras\u0131 bir yap\u0131ya evrimini ortaya koymaktad\u0131r. Anlat\u0131, esas olarak okuma ve say\u0131sal beceriler gibi fonksiyonel becerilerle ilgili olan sa\u011fl\u0131k hizmetleri merkezli bir perspektiften, bili\u015fsel, sosyal ve k\u00fclt\u00fcrel bile\u015fenleri i\u00e7eren bir halk sa\u011fl\u0131\u011f\u0131 yakla\u015f\u0131m\u0131na ge\u00e7i\u015fi yakalar. Halk sa\u011fl\u0131\u011f\u0131 bak\u0131\u015f a\u00e7\u0131s\u0131, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 sa\u011fl\u0131k te\u015fvikinde temel bir unsur olarak g\u00f6r\u00fcr ve daha geni\u015f sa\u011fl\u0131k belirleyicilerini dikkate alarak sosyal adalet yakla\u015f\u0131m\u0131n\u0131 savunur.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 ele al\u0131rken, el kitab\u0131 birey merkezli bir odaklanmadan \u00f6teye ge\u00e7erek ba\u011flamsal boyutlar\u0131 kabul eder. Dikkat, toplu sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 ve da\u011f\u0131t\u0131lm\u0131\u015f sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131na kayar ve sosyal, k\u00fclt\u00fcrel, ekonomik ve politik ba\u011flamlar\u0131n etkisini tan\u0131r. El kitab\u0131, sistemler perspektifini benimsemenin zorunlulu\u011funu vurgulayarak, bireyler, profesyoneller, kurulu\u015flar ve politika yap\u0131c\u0131lar aras\u0131nda kapsaml\u0131, i\u015f birlik\u00e7i bir yakla\u015f\u0131m ihtiyac\u0131 i\u00e7in g\u00fc\u00e7l\u00fc bir duru\u015f sergiler.<\/p>

      D\u00f6rt tematik b\u00f6l\u00fcme ayr\u0131lm\u0131\u015f 45 b\u00f6l\u00fcmden olu\u015fan el kitab\u0131, bilgi alan\u0131nda kapsaml\u0131 bir kaynak olarak hizmet vermektedir. \u00c7e\u015fitli n\u00fcfuslar\u0131 farkl\u0131 ortamlarda ele al\u0131r, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 geli\u015ftirmek i\u00e7in \u00e7e\u015fitli kavramlar, metodolojiler ve m\u00fcdahaleler kullan\u0131r. El kitab\u0131 ayr\u0131ca disiplinleraras\u0131 ba\u011flant\u0131lar kurar, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 e\u011fitim, sosyoloji, sa\u011fl\u0131k te\u015fviki, sosyal epidemiyoloji, halk sa\u011fl\u0131\u011f\u0131, sa\u011fl\u0131k hizmetleri, t\u0131p, hem\u015firelik ve eczac\u0131l\u0131k ile ba\u011flant\u0131l\u0131 hale getirir.<\/p>

      \u00d6ns\u00f6z b\u00f6l\u00fcm\u00fc, 19 \u00fclkeden 100 yazar\u0131n i\u015f birlik\u00e7i \u00e7abalar\u0131na ve \u00f6nemli katk\u0131lar\u0131na sayg\u0131 duru\u015funda bulunur. Bi\u00e7imlendirme s\u00fcrecine destek olanlara \u00f6zel te\u015fekk\u00fcrler sunulur. El kitab\u0131n\u0131n A\u00e7\u0131k Eri\u015fim olarak sunulmas\u0131, Alman Federal E\u011fitim ve Ara\u015ft\u0131rma Bakanl\u0131\u011f\u0131’na atfedilir ve alana \u00f6nemli bir katk\u0131 olarak i\u015faret edilir. \u00d6z\u00fcnde, “Uluslararas\u0131 Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 El Kitab\u0131”, k\u00fcresel bir perspektif, pratik i\u00e7g\u00f6r\u00fcler ve sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 alan\u0131nda gelecekteki ara\u015ft\u0131rma, uygulama ve politika i\u00e7in bir yol haritas\u0131 sunan \u00f6nc\u00fc bir eser olarak durmaktad\u0131r.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131, Sa\u011flam Ger\u00e7ekler <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      2013 y\u0131l\u0131nda WHO Avrupa Ofisi taraf\u0131ndan yay\u0131mlanan ve Ilona Kickbusch, J\u00fcrgen M. Pelikan, Franklin Apfel ve Agis D. Tsouros taraf\u0131ndan d\u00fczenlenen ‘Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131, Sa\u011flam Ger\u00e7ekler’ adl\u0131 kitap, 21. y\u00fczy\u0131l bilgi toplumlar\u0131nda acil bir sa\u011fl\u0131k karar verme paradoksuna odaklanmaktad\u0131r.<\/p>

      Kitab\u0131 pdf olarak indirebilirsiniz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tThe Solid Facts<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Bireylerin sa\u011fl\u0131kl\u0131 se\u00e7imler yapmada ve karma\u015f\u0131k sa\u011fl\u0131k ortamlar\u0131nda gezinmede artan zorluklarla kar\u015f\u0131la\u015fmalar\u0131na ra\u011fmen, bu g\u00f6revler i\u00e7in gerekli haz\u0131rl\u0131k ve deste\u011fe s\u0131kl\u0131kla sahip olmamaktad\u0131rlar. Aktif \u015fekilde sa\u011fl\u0131ks\u0131z ya\u015fam tarzlar\u0131n\u0131n te\u015fvik edildi\u011fi ve karma\u015f\u0131k sa\u011fl\u0131k bak\u0131m sistemleriyle birlikte, bireylere temel sa\u011fl\u0131kla ilgili becerileri kazand\u0131rmada yetersiz kalan e\u011fitim sistemleri bu paradoksa katk\u0131da bulunmaktad\u0131r.<\/p>

      Giri\u015f b\u00f6l\u00fcm\u00fc, Avrupa Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Ara\u015ft\u0131rmas\u0131 taraf\u0131ndan kan\u0131tland\u0131\u011f\u0131 \u00fczere, Avrupa’da ve \u00f6tesinde g\u00f6zlemlenen bir sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 krizine dikkat \u00e7ekmektedir. Test edilen Avrupa \u00fclkelerindeki yeti\u015fkinlerin neredeyse yar\u0131s\u0131n\u0131n yeterli sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 becerilerine sahip olmad\u0131\u011f\u0131n\u0131 ve bu durumun sa\u011fl\u0131klar\u0131n\u0131 olumsuz etkiledi\u011fini ortaya koymaktad\u0131r. Zay\u0131f sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, daha az sa\u011fl\u0131kl\u0131 se\u00e7imler, riskli davran\u0131\u015flar, daha k\u00f6t\u00fc sa\u011fl\u0131k sonu\u00e7lar\u0131, azalm\u0131\u015f \u00f6z y\u00f6netim ve artan hastaneye yat\u0131\u015flarla ba\u011flant\u0131l\u0131 olup, sa\u011fl\u0131k sisteminde insan ve mali kaynaklar \u00fczerinde \u00f6nemli bir y\u00fck olu\u015fturmaktad\u0131r.<\/p>

      Yay\u0131n, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 krizine y\u00f6nelik politika eylemlerini harekete ge\u00e7irmeyi ama\u00e7lamaktad\u0131r. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n daha geni\u015f ve ili\u015fkisel bir kavram\u0131n\u0131 savunmakta, bireysel yetkinlik ve ba\u011flamsal etkilerin karma\u015f\u0131kl\u0131\u011f\u0131n\u0131 dikkate almaktad\u0131r.<\/p>

      A B\u00f6l\u00fcm\u00fc, politika eylemlerinin gereklili\u011fini vurgulamakta, yetersiz sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 sa\u011fl\u0131\u011f\u0131n ana belirleyicisi, yayg\u0131n bir sorun, kaynak t\u00fcketimi ve geli\u015fimsel bir engel olarak \u00e7er\u00e7evelemektedir.<\/p>

      B B\u00f6l\u00fcm\u00fc, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 art\u0131rmak i\u00e7in \u00e7e\u015fitli ortamlar ve sekt\u00f6rler boyunca uygulanabilir stratejilere derinlemesine dalmaktad\u0131r. Bireylerin evde, toplulukta, i\u015f yerinde, sa\u011fl\u0131k bak\u0131m sisteminde, e\u011fitim sisteminde, pazarda ve medyada bilin\u00e7li sa\u011fl\u0131k kararlar\u0131 alabilmelerini g\u00fc\u00e7lendiren m\u00fcdahalelere destek veren kan\u0131tlar\u0131 sunmaktad\u0131r.<\/p>

      C B\u00f6l\u00fcm\u00fc, k\u00fcresel, b\u00f6lgesel, ulusal ve yerel d\u00fczeylerde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendirecek politikalar\u0131n geli\u015ftirilmesine odaklanmaktad\u0131r. Her b\u00f6l\u00fcm, kritik bir konuyu tan\u0131mlamakta, \u00f6neminin kan\u0131t\u0131n\u0131 sunmakta ve daha fazla ke\u015fif i\u00e7in yararl\u0131 kaynaklarla birlikte kan\u0131ta dayal\u0131 m\u00fcdahaleler \u00f6nermektedir. Kitap, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 daha derinlemesine anlamay\u0131 te\u015fvik eden ve bu kritik halk sa\u011fl\u0131\u011f\u0131 y\u00f6n\u00fcyle ilgili politikalar\u0131 ve eylemleri savunan kapsaml\u0131 bir rehber olmay\u0131 hedeflemektedir.”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      D\u00fcnya ve T\u00fcrkiye'deki Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 D\u00fczeyi ve Etkileyen Fakt\u00f6rler <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Bu makale, Haziran 2020 tarihinde yay\u0131mlanan T\u00fcrk Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 Dergisi’nden al\u0131nm\u0131\u015ft\u0131r. Makalenin dili T\u00fcrk\u00e7edir.<\/p>

      Makaleyi PDF olarak indirebilirsiniz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t<\/i>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\tHL in the World and Turkiye<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      A\u015fa\u011f\u0131da, makalenin \u0130ngilizce \u00f6zeti yer almaktad\u0131r.<\/p>

      D\u00fcnya Sa\u011fl\u0131k \u00d6rg\u00fct\u00fc (DS\u00d6), sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 bireylerin sa\u011fl\u0131k hakk\u0131nda bilgiye eri\u015fmek, anlamak ve kullanmak i\u00e7in gereken bili\u015fsel ve sosyal becerilerin kapasitesi olarak tan\u0131mlar. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n yetersiz d\u00fczeyleri, sa\u011fl\u0131kla ilgili bilgi ve mesajlar\u0131 anlama zorluklar\u0131na, bireylerin koruyucu sa\u011fl\u0131k hizmetlerini daha az kullanmas\u0131na, sa\u011fl\u0131k hizmetlerine eri\u015fim sorunlar\u0131na, acil servislerin daha fazla kullan\u0131lmas\u0131na, bireylerin daha y\u00fcksek d\u00fczeyde hastalanmas\u0131na ve kronik hastal\u0131klar\u0131n artm\u0131\u015f insidans\u0131na ve hastaneye yat\u0131\u015flar\u0131na yol a\u00e7abilir. Sa\u011fl\u0131k hizmeti sunucular\u0131 ve sa\u011fl\u0131k hizmeti sunucular\u0131 gibi bir\u00e7ok sekt\u00f6r, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 iyile\u015ftirmekten sorumludur.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131n\u0131n Tarihi <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n son 40 y\u0131lda \u00f6nemli bir disiplinler aras\u0131 ara\u015ft\u0131rma alan\u0131 olarak ortaya \u00e7\u0131k\u0131\u015f\u0131 ve evrimi. \u0130lk olarak Bat\u0131 \u00fclkelerinde geli\u015ftirilen sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, k\u00fcresel \u00f6nem kazanm\u0131\u015f, d\u00fcnya genelinde ara\u015ft\u0131rma, e\u011fitim programlar\u0131 ve politika yap\u0131m\u0131n\u0131 etkilemi\u015ftir. WHO ve UNESCO gibi kurulu\u015flar, bir\u00e7ok h\u00fck\u00fcmetle birlikte sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 g\u00fcndemlerine dahil etmi\u015flerdir. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n tarihsel geli\u015fimi, farkl\u0131 disiplinlerdeki k\u00f6klerini ve b\u00fcy\u00fcmesini etkileyen fakt\u00f6rleri incelemektedir.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n d\u00f6rt ana k\u00f6keni: okul sa\u011fl\u0131k e\u011fitimi, yeti\u015fkin e\u011fitimi, sa\u011fl\u0131k ara\u015ft\u0131rmalar\u0131 ve halk sa\u011fl\u0131\u011f\u0131. 1974 Saranac Lake konferans\u0131ndan 2016 WHO \u015eangay Konferans\u0131’na kadar olan sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n tarihsel geli\u015fimini izleyerek ba\u015flamaktad\u0131r. Bu olaylar, farkl\u0131 uzmanla\u015fm\u0131\u015f alanlarda sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 tan\u0131ma ve ele alman\u0131n \u00f6nemli kilometre ta\u015flar\u0131n\u0131 i\u015faretlemi\u015ftir.<\/p>

      Okul sa\u011fl\u0131k e\u011fitimine odakland\u0131\u011f\u0131nda, “sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131” terimi ilk kez 1973 y\u0131l\u0131nda New York’un Saranac Lake \u015fehrinde bir konferansta kullan\u0131lm\u0131\u015ft\u0131r. Scott K. Simonds, sa\u011fl\u0131k e\u011fitiminin \u00f6nemini vurgulayarak bunun e\u011fitim sistemlerine, sa\u011fl\u0131k sekt\u00f6r\u00fcne ve medya kanallar\u0131na entegrasyonunu savunmu\u015ftur. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, sa\u011fl\u0131k e\u011fitiminin bir sonucu olarak tan\u0131mlanm\u0131\u015f, sa\u011fl\u0131k bilgisi ve becerilerinin kazan\u0131lmas\u0131na odaklanm\u0131\u015ft\u0131r. Erken tan\u0131t\u0131lmas\u0131na ra\u011fmen, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 ilerleyen y\u0131llarda okul m\u00fcfredatlar\u0131nda fazla yer bulmam\u0131\u015ft\u0131r.<\/p>

      ABD’de sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, 1990’lar\u0131n ortalar\u0131na kadar okul e\u011fitiminde b\u00fcy\u00fck \u00f6l\u00e7\u00fcde teorik bir kavram olarak kalm\u0131\u015ft\u0131r. M\u00fcfredat sonunda sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 i\u00e7erecek \u015fekilde g\u00fcncellenmi\u015ftir, ancak uygulama eyaletler aras\u0131nda b\u00fcy\u00fck farkl\u0131l\u0131k g\u00f6stermi\u015ftir. Buna kar\u015f\u0131l\u0131k, Avustralya e\u011fitimcileri s\u00fcrekli olarak okullar\u0131n sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 te\u015fvik etme rol\u00fcn\u00fc vurgulam\u0131\u015f ve bir halk sa\u011fl\u0131\u011f\u0131 yakla\u015f\u0131m\u0131n\u0131 benimsemi\u015ftir. Finlandiya da sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 e\u011fitim sistemine entegre etme konusunda ba\u015far\u0131 g\u00f6stermi\u015f ve \u00e7ok boyutlu bir \u00e7er\u00e7eveye vurgu yapm\u0131\u015ft\u0131r.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, okul sa\u011fl\u0131k e\u011fitiminin temel bir y\u00f6n\u00fc haline gelmi\u015f olsa da, m\u00fcfredatlara ve uygulamalara entegrasyonu hala e\u015fitsizdir. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 okul e\u011fitimine dahil etmenin \u00f6nemi tan\u0131nm\u0131\u015f olsa da, etkili s\u0131n\u0131f uygulamalar\u0131 ve kan\u0131ta dayal\u0131 yakla\u015f\u0131mlar geli\u015ftirmek i\u00e7in daha fazla \u00e7al\u0131\u015fma gerekmektedir.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131n\u0131n Tarihi ve Gelecek Y\u00f6nleri <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n d\u00f6rt ana kayna\u011f\u0131 – okul sa\u011fl\u0131k e\u011fitimi, yeti\u015fkin e\u011fitimi, sa\u011fl\u0131k ara\u015ft\u0131rmalar\u0131 ve halk sa\u011fl\u0131\u011f\u0131 – benzer \u00f6zelliklere sahip olmas\u0131na ra\u011fmen, kavrama farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131 ve yakla\u015f\u0131mlar sunar.<\/p>

      Bu k\u00f6kler aras\u0131ndaki ortak nokta, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 sa\u011fl\u0131k e\u011fitiminin bir sonucu olarak alg\u0131lama, bireysel sorumluluk ve sosyal ve k\u00fclt\u00fcrel unsurlar dahil olmak \u00fczere \u00e7evresel fakt\u00f6rler aras\u0131ndaki etkile\u015fimi vurgulamakt\u0131r. 1970’ler ve 1980’lerdeki erken g\u00fcndemler, vatanda\u015fl\u0131k, adil sa\u011fl\u0131k sistemleri, kat\u0131l\u0131m ve g\u00fc\u00e7lenme gibi sosyal politika unsurlar\u0131n\u0131 i\u00e7ermi\u015ftir. Bug\u00fcn, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 giri\u015fimleri bu disiplinlerde hem yukar\u0131dan a\u015fa\u011f\u0131ya hem de a\u015fa\u011f\u0131dan yukar\u0131ya stratejilerde g\u00f6r\u00fclmektedir. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n ulusal politikalara dahil edilme e\u011filimi, e\u011fitim ve sa\u011fl\u0131k alanlar\u0131ndaki k\u00f6kenlerden kaynaklanan temel \u00e7abalarla uyumlu bir \u015fekilde artmaktad\u0131r.<\/p>

      ABD’de yeti\u015fkin e\u011fitimi ve sa\u011fl\u0131k, 1990’lar\u0131n ortalar\u0131nda e\u011fitim y\u00f6ntemlerini ve kapsaml\u0131 ara\u015ft\u0131rmalar\u0131 birle\u015ftirerek birle\u015fti. Ancak okul sa\u011fl\u0131k e\u011fitimi b\u00fcy\u00fck \u00f6l\u00e7\u00fcde bu alanlardan ayr\u0131 kald\u0131. Halk sa\u011fl\u0131\u011f\u0131, sa\u011fl\u0131kla baz\u0131 y\u00f6nleri payla\u015fsa da, temel olarak sa\u011fl\u0131k hizmetlerinden daha fazlas\u0131n\u0131 i\u00e7eren, g\u00fcnl\u00fck ya\u015fam\u0131 ve sa\u011fl\u0131\u011f\u0131n belirleyicilerini kapsayan bir sa\u011fl\u0131k te\u015fvik yakla\u015f\u0131m\u0131na odaklanmaktad\u0131r.<\/p>

      Dikkate de\u011fer bir nokta, toplumsal sorumluluk sahibi vatanda\u015flar ve ele\u015ftirel d\u00fc\u015f\u00fcn\u00fcrler geli\u015ftirmeye vurgu yap\u0131lmas\u0131d\u0131r, ki bu, hem okul sa\u011fl\u0131k e\u011fitiminde hem de halk sa\u011fl\u0131\u011f\u0131nda ortak bir hedeftir. Sa\u011fl\u0131k hizmetlerinde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 hala genellikle t\u0131bbi hizmet kullan\u0131m\u0131 ve hasta-sa\u011flay\u0131c\u0131 etkile\u015fimlere odaklan\u0131rken, halk sa\u011fl\u0131\u011f\u0131 ve okul e\u011fitimi daha geni\u015f sa\u011fl\u0131k te\u015fvik hedeflerine daha fazla odaklanmaktad\u0131r.<\/p>

      Bu alanlardaki sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n kavramsalla\u015ft\u0131r\u0131lmas\u0131ndaki farkl\u0131l\u0131klar ve benzerlikler. Sa\u011fl\u0131k hizmetleri yakla\u015f\u0131m\u0131, \u00e7o\u011funlukla ABD merkezli kurulu\u015flar taraf\u0131ndan s\u00fcrd\u00fcr\u00fclm\u00fc\u015f ve profesyonellerin ve kurulu\u015flar\u0131n sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131na odaklanm\u0131\u015ft\u0131r. Buna kar\u015f\u0131l\u0131k, halk sa\u011fl\u0131\u011f\u0131, g\u00fcnl\u00fck ya\u015fam ortamlar\u0131n\u0131, belirleyicileri ve bilginin ele\u015ftirel de\u011ferlendirmesini vurgulayan daha geni\u015f bir sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 anlay\u0131\u015f\u0131na katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/p>

      Bu farkl\u0131 yakla\u015f\u0131mlara ra\u011fmen, farkl\u0131 n\u00fcfuslar, ortamlar, sa\u011fl\u0131k y\u00f6nleri ve kavramsal gereksinimlere uyum sa\u011flayabilen sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n birle\u015fik bir anlay\u0131\u015f\u0131na ihtiya\u00e7 vard\u0131r. Gelece\u011fe bakarken, bu b\u00f6l\u00fcm, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n gelece\u011finin, sa\u011fl\u0131k ve halk sa\u011fl\u0131\u011f\u0131n\u0131n unsurlar\u0131n\u0131 birle\u015ftiren, erken e\u011fitimden yeti\u015fkin ve s\u00fcrekli e\u011fitime kadar sa\u011fl\u0131k i\u00e7in \u00f6m\u00fcr boyu \u00f6\u011frenmeyi te\u015fvik eden entegre bir yakla\u015f\u0131mdan faydalanaca\u011f\u0131n\u0131 \u00f6nermektedir.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      Halk Sa\u011fl\u0131\u011f\u0131 ve Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Halk sa\u011fl\u0131\u011f\u0131 alan\u0131nda sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n evrimi, sa\u011fl\u0131k te\u015fvik hareketi ile derinlemesine i\u00e7 i\u00e7edir. Bu hareket, \u00f6zellikle 1986’da WHO’nun Ottawa \u015eart\u0131 ile Avrupa’da ivme kazand\u0131. Ancak kavram\u0131n temelleri daha \u00f6nce 1974 tarihli Lalonde raporu ile Kanada’da at\u0131lm\u0131\u015ft\u0131r, bu rapor ‘sa\u011fl\u0131k te\u015fviki’ni daha geni\u015f bir izleyici kitlesine tan\u0131tt\u0131. ‘Sa\u011fl\u0131k te\u015fviki’ terimi kendisi 1940’lara kadar uzan\u0131r, ancak Lalonde raporu kavram\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde ilerletmekle kredilendirilir, biyomedikal y\u00f6nlerin \u00f6tesinde \u00e7evresel, ya\u015fam tarz\u0131 ve sa\u011fl\u0131\u011f\u0131n sosyal belirleyicilerini i\u00e7eren bir halk sa\u011fl\u0131\u011f\u0131 \u00e7er\u00e7evesini vurgular.<\/p>

      Ottawa \u015eart\u0131, sa\u011fl\u0131k te\u015fviki bir par\u00e7as\u0131 olarak ki\u015fisel becerileri geli\u015ftirmeye odaklanmas\u0131na ra\u011fmen, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 a\u00e7\u0131k\u00e7a bahsetmemi\u015ftir. Bu durum 1990’lar\u0131n ba\u015flar\u0131nda Avustralya’n\u0131n halk sa\u011fl\u0131\u011f\u0131 hedeflerinin sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 e\u011fitimle i\u00e7 i\u00e7e ge\u00e7irmeye ba\u015flamas\u0131yla de\u011fi\u015fti, bu durum WHO’nun sa\u011fl\u0131k te\u015fvik eden okullar yakla\u015f\u0131m\u0131n\u0131n etkisiyle ger\u00e7ekle\u015fti. WHO’nun Jakarta Konferans\u0131 daha da geni\u015fletti ve sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 ki\u015fisel becerilerin geli\u015ftirilmesinin ana bir bile\u015feni olarak dahil etti. Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 daha sadece sa\u011fl\u0131kla ilgili olmaktan \u00e7\u0131karak iyi bir sa\u011fl\u0131\u011f\u0131 s\u00fcrd\u00fcrmek i\u00e7in bili\u015fsel ve sosyal becerileri vurgulayan daha geni\u015f bir tan\u0131m ald\u0131.<\/p>

      Halk sa\u011fl\u0131\u011f\u0131na y\u00f6nelik sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 yakla\u015f\u0131m\u0131, dar bir sa\u011fl\u0131k bak\u0131\u015f a\u00e7\u0131s\u0131na kar\u015f\u0131 gelir ve i\u015flevsel okuryazarl\u0131\u011f\u0131n \u00f6tesinde rol\u00fcn\u00fc vurgular. Bu, g\u00fcnl\u00fck ya\u015famda pratik yetenekleri m\u00fcmk\u00fcn k\u0131lan bir dizi sosyal uygulamay\u0131 i\u00e7eren bir set olarak g\u00f6r\u00fcl\u00fcr. Bu daha geni\u015f g\u00f6r\u00fcn\u00fcm i\u015flevsel, etkile\u015fimli ve ele\u015ftirel sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 i\u00e7erir ve Paulo Freire’in e\u011fitimde g\u00fc\u00e7lendirmeyi savunan fikirlerine ba\u011flant\u0131 yapar. Dolay\u0131s\u0131yla sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, 21. y\u00fczy\u0131lda toplumda kat\u0131l\u0131m ve sa\u011fl\u0131k belirleyicileri ile ba\u015fa \u00e7\u0131kmak i\u00e7in temel bir beceri olarak kabul edilir.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendirmek i\u00e7in \u00f6nemli ad\u0131mlar at\u0131ld\u0131, \u00f6zellikle hastal\u0131k y\u00fck\u00fcn\u00fcn artt\u0131\u011f\u0131 ve hastal\u0131k \u00f6neminin artt\u0131\u011f\u0131 ba\u011flamda halk sa\u011fl\u0131\u011f\u0131 politikalar\u0131nda. K\u00fclt\u00fcr\u00fcn sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 etkileyen bir rol oynad\u0131\u011f\u0131 da kabul edildi, \u00f6zellikle g\u00f6\u00e7men ve m\u00fclteci n\u00fcfuslar\u0131 ba\u011flam\u0131nda.<\/p>

      Avrupa’da ger\u00e7ekle\u015ftirilen ilk b\u00fcy\u00fck sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 anketi, bu alandaki k\u00fcresel ara\u015ft\u0131rma, uygulama ve politikalar i\u00e7in bir kataliz\u00f6r g\u00f6revi g\u00f6rd\u00fc. WHO’nun sonraki raporlar\u0131 ve politika \u00f6zetleri, \u00f6zellikle e\u011fitim dahil olmak \u00fczere \u00e7e\u015fitli sekt\u00f6rlere sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 entegre etme ihtiyac\u0131n\u0131 vurgulad\u0131. Sa\u011fl\u0131k te\u015fvikine ili\u015fkin \u015eanghay Bildirisi, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 bir ana hedef olarak \u00f6nceliklendirdi. Bununla birlikte, d\u00fcnya genelinde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 \u00e7abalar\u0131nda hala bir u\u00e7urum bulunmakta olup, \u00f6zellikle Afrika, Orta Do\u011fu, Hindistan, G\u00fcney Amerika, Rusya ve baz\u0131 Avrupa \u00fclkelerinde s\u0131n\u0131rl\u0131 ilerleme kaydedilmi\u015ftir.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      \u00c7ocuklar ve Ergenler i\u00e7in Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131nda Mevcut Anlay\u0131\u015f <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      \u00c7ocuklar ve ergenlerde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 karma\u015f\u0131k ve \u00e7e\u015fitli bir kavramd\u0131r, genel olarak 100’den fazla tan\u0131m\u0131 bulunmakta ve bu ya\u015f grubu i\u00e7in en az 12 tan\u0131m bulunmaktad\u0131r. Genellikle sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, gen\u00e7lerin sa\u011fl\u0131k bilgilerine nas\u0131l eri\u015fti\u011fi, anlad\u0131\u011f\u0131, de\u011ferlendirdi\u011fi ve karar verme ve davran\u0131\u015f i\u00e7in nas\u0131l kulland\u0131\u011f\u0131na odaklanan bireysel bir \u00f6zellik olarak g\u00f6r\u00fcl\u00fcr. Vurgu s\u0131kl\u0131kla okuma ve ele\u015ftirel d\u00fc\u015f\u00fcnme gibi bili\u015fsel becerilere yap\u0131l\u0131r, ancak etkisel \u00f6zellikler (\u00f6rne\u011fin, \u00f6z yeterlilik, motivasyon) ve i\u015flevsel beceriler (\u00f6rne\u011fin, ileti\u015fim, sa\u011fl\u0131k hizmeti gezinme) de dahil edilir.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 hem ki\u015fisel hem de toplumsal bir varl\u0131k olarak kavramsalla\u015ft\u0131r\u0131l\u0131r, kendi sa\u011fl\u0131\u011f\u0131 ve di\u011ferlerinin sa\u011fl\u0131\u011f\u0131 i\u00e7in faydal\u0131d\u0131r. Ki\u015fisel yetkilendirme i\u00e7in bir ara\u00e7 olarak g\u00f6r\u00fcl\u00fcr ve sonu\u00e7lar sa\u011fl\u0131kl\u0131 davran\u0131\u015flar ve genel refahla ili\u015fkilendirilir. Bu kavramlarda merkezi bir \u015fekilde, rasyonel, aktif bir se\u00e7en bireyin fikri bulunsa da, bu perspektif bazen davran\u0131\u015f\u0131 ve de\u011fi\u015fimi etkileyen fakt\u00f6rlerin karma\u015f\u0131kl\u0131\u011f\u0131n\u0131, k\u00fclt\u00fcrel ve sosyal destek fakt\u00f6rleri gibi, g\u00f6z ard\u0131 edebilir.<\/p>

      \u00c7ocuk ve ergen sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131nda \u00e7evresel ve sosyal ba\u011flamlar\u0131n rol\u00fc kritiktir. Bu ba\u011flamlar aile ve arkada\u015f etkisi, okul ve toplum ortamlar\u0131 ve daha geni\u015f sosyal ve k\u00fclt\u00fcrel \u00e7evreleri i\u00e7erir. Baz\u0131 modeller bu ba\u011flamlar\u0131 sosyolojik perspektiflerle ke\u015ffeder ve bu fakt\u00f6rlerin sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 ile nas\u0131l etkile\u015fti\u011fini kabul eder.<\/p>

      Bu ya\u015f grubundaki sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n ‘toplumsal’ niteli\u011fi de tan\u0131n\u0131r ve yeti\u015fkinler, arkada\u015flar ve kurumlar\u0131 i\u00e7eren bir kolektif nitelik ta\u015f\u0131r. Ancak, \u00e7ocuklar\u0131n ve ergenlerin sa\u011fl\u0131k konusundaki benzersiz bak\u0131\u015f a\u00e7\u0131lar\u0131, bilgi ihtiya\u00e7lar\u0131 ve sa\u011fl\u0131k kararlar\u0131na kat\u0131l\u0131mlar\u0131n\u0131n tan\u0131nmas\u0131nda bir bo\u015fluk bulunmaktad\u0131r. Bunu ele almak i\u00e7in, 5D modeli \u00f6nerildi ve sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131ndaki epidemiyoloji, demografi, geli\u015fim, ba\u011f\u0131ml\u0131l\u0131k ve demokrasi gibi farkl\u0131la\u015fan y\u00f6nler \u00fczerinde odaklan\u0131r.<\/p>

      \u00c7ocuklar ve ergenler i\u00e7in bir\u00e7ok sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 (\u00f6rne\u011fin, s\u00f6zl\u00fc, zihinsel, diyabet) bulunmaktad\u0131r, bu da kavram i\u00e7inde y\u00fcksek bir derecede farkl\u0131la\u015fmaya neden olur. Bu \u00e7e\u015fitlilik, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 \u00f6l\u00e7me ve uygulamada ve politikada kullanman\u0131n zorluklar\u0131n\u0131 beraberinde getirir.<\/p>

      Bir geli\u015fimsel bak\u0131\u015f a\u00e7\u0131s\u0131ndan, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 s\u0131kl\u0131kla bili\u015fsel yeteneklere ba\u011fl\u0131 olarak ele al\u0131n\u0131r ve farkl\u0131 ya\u015flarda beklenen becerileri belirleyen a\u015fama modelleri olu\u015fturur. Ancak bu modeller a\u015f\u0131r\u0131 normatif olabilir ve bireysel-\u00e7evre etkile\u015fimlerini veya k\u00fclt\u00fcrel farkl\u0131l\u0131klar\u0131 hesaba katmaz. \u00d6rne\u011fin, \u00e7ocuklar\u0131n bilgisayar becerilerindeki artan yetkinli\u011fi ya\u015f\u0131n g\u00fcvenilir bir g\u00f6stergesi oldu\u011fu fikrini sorgular. Bu nedenle, geli\u015fimsel y\u00f6nler, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n \u00e7ocuklar ve ergenlerde nas\u0131l geli\u015fti\u011fini anlamak i\u00e7in \u00f6nemlidir, ancak tek bir \u00f6l\u00e7\u00fc herkes i\u00e7in s\u0131n\u0131rl\u0131d\u0131r ve gen\u00e7 bireylerin \u00e7e\u015fitli deneyimlerini ve \u00e7evrelerini tam olarak kapsamaz.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      Sa\u011fl\u0131k Okuryazarl\u0131\u011f\u0131n\u0131 \u00d6l\u00e7me ve Tarama <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      \u00c7ocuklar ve ergenlerde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, 100’den fazla genel tan\u0131m ve bu ya\u015f grubuna \u00f6zg\u00fc bir\u00e7ok modeli i\u00e7eren \u00e7ok y\u00f6nl\u00fc bir kavramd\u0131r. Genellikle, bu kavram bireysel bir \u00f6zellik olarak g\u00f6r\u00fcl\u00fcr ve sa\u011fl\u0131k bilgilerine eri\u015fme, anlama, de\u011ferlendirme ve karar verme ile ilgili becerileri i\u00e7erir. Vurgu genellikle okuma ve ele\u015ftirel d\u00fc\u015f\u00fcnme gibi bili\u015fsel becerilere, \u00f6z yeterlilik gibi etkisel \u00f6zelliklere ve ileti\u015fim ile sa\u011fl\u0131k hizmeti gezinme gibi i\u015flevsel becerilere yap\u0131l\u0131r.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131, ki\u015fisel g\u00fc\u00e7lenmeye, sa\u011fl\u0131kl\u0131 davran\u0131\u015flara ve genel refaha katk\u0131da bulunan hem ki\u015fisel hem de toplumsal bir varl\u0131k olarak g\u00f6r\u00fcl\u00fcr. Ancak, bu birey merkezli g\u00f6r\u00fc\u015f, genellikle davran\u0131\u015f ve karar verme \u00fczerindeki daha geni\u015f k\u00fclt\u00fcrel ve sosyal etkilerin rol\u00fcn\u00fc g\u00f6z ard\u0131 eder.<\/p>

      \u00c7ocuklar ve ergenler ba\u011flam\u0131nda, aile, akranlar, okul ve toplum ortamlar\u0131 gibi \u00e7evresel ve sosyal ba\u011flamlar\u0131n \u00f6nemi vurgulan\u0131r. Bu ya\u015f grubundaki sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n kolektif nitelik ta\u015f\u0131d\u0131\u011f\u0131 kabul edilir, ancak bu ya\u015f grubunun benzersiz sa\u011fl\u0131k bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131 ve ihtiya\u00e7lar\u0131n\u0131 tan\u0131ma konusunda dikkate de\u011fer bir eksiklik vard\u0131r. 5D modeli, bu konuya epidemiyoloji, demografi ve geli\u015fim gibi farkl\u0131la\u015fan y\u00f6nler \u00fczerinde odaklanarak \u00e7\u00f6z\u00fcm sunar.<\/p>

      Sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 \u00e7e\u015fitlili\u011fi, \u00f6l\u00e7me ve uygulama konusunda zorluklar ortaya \u00e7\u0131kar\u0131r. Geli\u015fimsel y\u00f6nler, gen\u00e7lerde sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n evrimini anlamak i\u00e7in \u00f6nemlidir, ancak mevcut a\u015fama modelleri genellikle \u00e7ok normatif olup birey ve \u00e7evresel etkile\u015fimleri hesaba katmaz.<\/p>

      \u00d6l\u00e7\u00fcm ara\u00e7lar\u0131 a\u00e7\u0131s\u0131ndan en s\u0131k bahsedilen veya at\u0131fta bulunulanlar aras\u0131nda TOFHLA, REALM, NVS, eHEALS, HLS-EU ve HLQ gibi ara\u00e7lar bulunmaktad\u0131r. Bu ara\u00e7lar, boyut ve temel sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 tan\u0131m\u0131 a\u00e7\u0131s\u0131ndan \u00f6nemli \u00f6l\u00e7\u00fcde farkl\u0131l\u0131k g\u00f6sterir. Bunlar\u0131n \u00e7o\u011fu, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 bireysel d\u00fczeyde bir fakt\u00f6r olarak ele ald\u0131\u011f\u0131ndan, daha geni\u015f sistem dinamiklerini g\u00f6z ard\u0131 edebilirler.<\/p>

      Bu ara\u00e7lar\u0131n \u00e7o\u011fu \u00f6z bildirimli olsa da, TOFHLA, REALM ve NVS gibi daha eski ara\u00e7lar daha objektif bir \u00f6l\u00e7\u00fcm denemektedir. Bu ara\u00e7lar\u0131 kullananlar\u0131n, de\u011ferlendirilen belirli pop\u00fclasyon i\u00e7in ge\u00e7erlilik ve g\u00fcvenirliklerini d\u00fc\u015f\u00fcnmeleri \u00f6nemlidir.<\/p>

      Alan\u0131n ilgin\u00e7 bir geli\u015fmesi, bu ara\u00e7lar\u0131n eri\u015filebilirli\u011fini etkileyen \u00f6zelle\u015ftirme trendidir. Bir\u00e7o\u011fu, ancak hepsi de\u011fil, \u00fccretsiz olarak kullan\u0131labilir, bu da s\u0131n\u0131rl\u0131 kaynaklara sahip olanlar i\u00e7in \u00f6nemli bir d\u00fc\u015f\u00fcnce noktas\u0131d\u0131r.<\/p>

      Bu ara\u00e7lar\u0131n s\u0131n\u0131rl\u0131l\u0131klar\u0131 genellikle dar bir odak noktas\u0131n\u0131 yans\u0131t\u0131r ve tarihsel olarak alan\u0131 hakim olan eksiklik modelini peki\u015ftirme yerine bireysel sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 anlama konusunda bir dengeye ihtiya\u00e7 duyulmaktad\u0131r.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      HLS-EU-Q47'nin Bili\u015fsel M\u00fclakat Olarak Kullan\u0131m\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      Sosyal bilimlerde anket sorular\u0131n\u0131n nitel olarak \u00f6nceden test edilmesi i\u00e7in kullan\u0131lan bir teknik olan bili\u015fsel m\u00fclakatlar, soru-cevap s\u00fcrecinin teorik modellerine dayal\u0131 olarak yan\u0131t hatalar\u0131n\u0131 de\u011ferlendirmeye yard\u0131mc\u0131 olur. Bu y\u00f6ntem, 1984 y\u0131l\u0131nda Tourangeau taraf\u0131ndan kavramsalla\u015ft\u0131r\u0131lm\u0131\u015f olup soruyu anlama, ilgili bilgileri getirme, tahmin etme ve yan\u0131tlama s\u00fcre\u00e7lerini i\u00e7erir.<\/p>

      HLS-EU-Q47, bir gen\u00e7lik sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 anketi i\u00e7in, 14-17 ya\u015f aras\u0131ndaki 20 gencin ama\u00e7l\u0131 bir \u00f6rneklemini i\u00e7eren bir kar topu \u00f6rnekleme tekni\u011fi kullan\u0131larak se\u00e7ildi. Aral\u0131k 2015 ile Mart 2016 aras\u0131nda yap\u0131lan m\u00fclakatlar, daha \u00f6nceki testlerden zorlu olarak belirlenen 47 madde i\u00e7inden 15 maddeye odakland\u0131. Bu m\u00fclakatlar, 55 ila 110 dakika aras\u0131nda s\u00fcrd\u00fc, yar\u0131 yap\u0131land\u0131r\u0131lm\u0131\u015ft\u0131, kaydedildi ve k\u0131smen transkript edildi.<\/p>

      M\u00fclakat teknikleri aras\u0131nda ‘s\u00f6zl\u00fc sorgulama’ ve ‘retrospektif d\u00fc\u015f\u00fcnme sesli ifade’ yer al\u0131yordu ve ama\u00e7, maddelerin ama\u00e7land\u0131\u011f\u0131 gibi anla\u015f\u0131l\u0131p anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 ve gen\u00e7lerin sa\u011fl\u0131kla ilgili durumlarda ilgili deneyimlere sahip olup olmad\u0131\u011f\u0131n\u0131 belirlemekti. Transkriptlerin ve notlar\u0131n analizi i\u00e7in Tourangeau’nun bili\u015fsel modeli kullan\u0131ld\u0131 ve nitel verileri kategorilendirmek i\u00e7in bir \u00e7er\u00e7eve yakla\u015f\u0131m\u0131 benimsendi. G\u00fcvenilirlik, verilerin bir b\u00f6l\u00fcm\u00fcn\u00fc ba\u011f\u0131ms\u0131z olarak kategorilendiren ve kodlayan iki ara\u015ft\u0131rmac\u0131n\u0131n bulunmas\u0131n\u0131 sa\u011flayarak sa\u011fland\u0131.<\/p>

      \u00dc\u00e7 bask\u0131n tema ortaya \u00e7\u0131kt\u0131:<\/strong><\/p>

      Maddelerin Anla\u015f\u0131labilirli\u011fi:<\/strong><\/p>

      T\u00fcm maddelerin iyi anla\u015f\u0131lmad\u0131\u011f\u0131 ortaya \u00e7\u0131kt\u0131. \u00d6rne\u011fin, baz\u0131 gen\u00e7ler ‘ikinci g\u00f6r\u00fc\u015f’ terimini veya ‘siyasi de\u011fi\u015fikliklerin’ sa\u011fl\u0131\u011fa etkisini anlamad\u0131lar. Bu, belirli terimlerin veya y\u00fcksek soyutlama gerektiren karma\u015f\u0131k konular\u0131n anla\u015f\u0131lmas\u0131nda zorluk oldu\u011funu g\u00f6stermektedir.<\/p>

      Bir Yan\u0131t Se\u00e7me Nedenleri:<\/strong><\/p>

      Bir madde veya terim belirsiz oldu\u011funda, baz\u0131 gen\u00e7ler yan\u0131t vermek yerine “\u00e7ok zor” se\u00e7ene\u011fini tercih etti, bu da yan\u0131tlar\u0131n\u0131n, de\u011ferlendirilen yetene\u011fin ger\u00e7ek zorlu\u011fu yerine maddenin anlay\u0131\u015flar\u0131na yans\u0131d\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.<\/p>

      Belirli Sa\u011fl\u0131kla \u0130lgili Durumlarla Deneyimler:<\/strong><\/p>

      Bir\u00e7ok gen\u00e7, anketin tan\u0131mlad\u0131\u011f\u0131 sa\u011fl\u0131kla ilgili durumlarla deneyime sahip de\u011fildi. \u00d6rne\u011fin, baz\u0131lar\u0131 ila\u00e7 bro\u015f\u00fcrlerini okumadan anlayacaklar\u0131n\u0131 varsayd\u0131lar ve di\u011ferleri topluluk etkinliklerinin sa\u011fl\u0131k ve refah\u0131 nas\u0131l etkileyebilece\u011fini hayal edemediler. Bu, gen\u00e7lerin bilmedikleri durumlarda sa\u011fl\u0131k okuryazarl\u0131klar\u0131n\u0131 abartabileceklerini g\u00f6stermektedir.<\/p>

      Genel olarak, HLS-EU-Q47 \u00fczerine yap\u0131lan \u00e7al\u0131\u015fma, gen\u00e7ler aras\u0131nda anket anlama ve yan\u0131t \u00f6nyarg\u0131lar\u0131 konusunda zorluklar\u0131 ortaya koymu\u015f ve sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 de\u011ferlendirirken yan\u0131t verenlerin anlay\u0131\u015f\u0131n\u0131 ve deneyimini dikkate alman\u0131n \u00f6nemini vurgulam\u0131\u015ft\u0131r.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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      HLS-EU Anketinin Geli\u015ftirilmesi <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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      HLS-EU projesi, AB’nin Sa\u011fl\u0131k ve T\u00fcketiciler \u0130cra Ajans\u0131 taraf\u0131ndan desteklenen, Avrupa’da sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131 \u00f6l\u00e7mek i\u00e7in bir ara\u00e7 geli\u015ftirmeyi ve sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 i\u00e7in bir a\u011f olu\u015fturmay\u0131 ama\u00e7lad\u0131. Bu, kapsaml\u0131 bir sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131 modeli ve tan\u0131m\u0131 olu\u015fturmay\u0131, bir anket yapmay\u0131 ve verileri analiz etmeyi i\u00e7eriyordu, sa\u011fl\u0131k okuryazarl\u0131\u011f\u0131n\u0131n belirleyicilerini ve sonu\u00e7lar\u0131n\u0131 anlamak i\u00e7in.<\/p>

      HLS-EU Kavram ve Tan\u0131m\u0131n Geli\u015ftirilmesi:<\/strong><\/p>