This research focused on the gap between health literacy (HL) and speech-language pathologists’ (SLPs’) self-perception of their knowledge, confidence, and communication skills concerning HL. The theoretical basis of this investigation was to create an effective learning experience for SLPs that could change their mindset. The research strategies adopted were a 30-question pretest/ posttest design used to gauge participant knowledge before and after the intervention and a 10-question Likert-like survey used to measure the participants’ self-perception of HL knowledge, confidence, and communication skills. The research approaches utilized for this investigation were chosen to effectively integrate the different components of the study in a coherent and logical way, ensuring effective collection, measurement, and analysis of the data. The target population was speech-language pathology clinicians. The participants (N=2) were a sample representing the properties of a larger population (typical US SLPs), English speaking females, ages 27y & 57y, who had from 2 to 25 years of experience. Devices and materials used were a PowerPoint presentation, journal, and pencils for the participants, and daily curriculum outline handouts. The results of the 6-session intervention demonstrated that the clinicians appeared to have made improvements in their self-perception of HL knowledge, confidence, and communication skills. In conclusion, providing HL training has the potential of improving clinician perception of their health literacy confidence, communication skills, and knowledge. With HL training, clinicians may see the connection between their responsibilities and improving patient outcomes through the use of evidence-based approaches which could save time, save money, and empower patients to better manage their own health.
