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Integrating Health Literacy with Basic Skills & Family Literacy Practice. J. Kimbrough, PhD & J. Gore, MSW. What is health literacy?. Health literacy is the ability to obtain, understand and use health information. - PowerPoint PPT Presentation
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INTEGRATING HEALTH LITERACY WITH BASIC SKILLS & FAMILY LITERACY PRACTICE
J. Kimbrough, PhD & J. Gore, MSW
Health literacy is the ability to obtain, understand and use health information.Health literacy is an essential life skill for individuals. It helps people seek and use information to take control over their health.Health literacy is a public health imperative. Building health literacy improves overall population healthHealth literacy is an essential part of social capital. Low health literacy is a strong contributor to health inequities.Health literacy is a critical economic issue. A recent US study estimated that low health literacy costs the economy $73 billion per year.
What is health literacy?
Who Is at Risk for Low Health Literacy?
Anyone in the US – regardless of age, race, education, income or social class – can be at risk for low health literacy
– Ethnic minority groups are disproportionately affected by low health literacy
– The majority of people with low literacy skills in the US are white, native-born Americans
– Older patients, recent immigrants, people with chronic diseases and those with low socioeconomic status are especially vulnerable to low health literacy
Why does it matter???Adults with low health literacy:
– Are often less likely to comply with prescribed treatment and self-care regimens
– Make more medication or treatment errors– Fail to seek preventive care– Are at a higher risk for hospitalization than people with
adequate literacy skills– Remain in hospital nearly 2 days longer– Lack the skills needed to negotiate the health care
systemPeople with low health literacy AND
diabetes: – Were found to be less likely to have effective glycemic
control– Were more likely to report vision problems caused by
their diabetes
The Largest Study Conducted to Date on Health Literacy Found That…
33%Were unable to read basic health care materials
42%Could not comprehend directions for taking medication on an empty stomach
26%Were unable to understand information on an appointment slip
43%Did not understand the rights and responsibilities section of a Medicaid application
60%Did not understand a standard informed consent
US• clinical research efforts to identify best practices• increased prioritization of health literacy issue; evidenced by policy & national health goals• national conferences to share findings• leadership from NCSALL
Health Literacy StatusNC• 2005 state conference• clinical research at UNC• localized projects• health department emphasis on readability•2007 NC Institute of Medicine report & emphasis
Making an Impact… Provider awareness & teaching skills Consumer awareness & self-advocacy
skills General public awareness & demand for
high quality healthcare for all
Consumer Awareness One-on-one teaching in a healthcare
setting Health education materials at
appropriate literacy levels Group teaching in an adult education
classroom or community-based setting
Content vs. skillsCritical thinkingShared learning
Teaching Health Literacy
Shared Goals… Different Roles
Medical Professionals Make health care services
& resources available Offer & explain appropriate
screening procedures Diagnose illnesses &
develop a plan for patient care
Prescribe medicines & explain their purposes & side effects
Teach patients how to use medical tools
Suggest measures to protect individual & family health
Adult Educators Enhance students’ ability to
complete forms, make inquiries & navigate new environments
Teach students to ask questions about tests, procedures & results
Develop students’ capacity to participate in planning by seeking clarification & offering suggestions
Teach students how to read medicine labels, calculate amounts & timing of dosages
Strengthen students’ ability to read charts and interpret ranges
Help students learn to locate information to guide their health-related decisions
Content vs. Skills
Health Literacy SkillsBasic Skills Vocabulary Navigation/reading
maps/using health systems
Charts & graphs Communicating with
health professionals Empowered
decision-making
Higher Skills Researching
health information – quality vs quackery
Risk & probability Deconstructing
media messages Advocacy
Teaching Health Literacy Skills
Health Activiti
es
Focus Materials Adults are Expected to
Use
Tasks Adults are Expected to Accomplish
Health Promotion
Enhance and maintain health
Food labels & recipesArticles in newspapers & magazinesCharts & graphsHealth ed. Booklets
Purchase foodPrepare food from recipesPlan exerciseMaintain healthy habitsTake care of everyday health (self & family)
Teaching Health Literacy Skills
Health Activiti
es
Focus Materials Adults are Expected to
Use
Tasks Adults are Expected to Accomplish
Health Protection
Safeguard health of individuals & communities
Newspaper articlesWater report in mailHealth & safety posting at workLabels on cleaning products
Decide among product optionsUse products safelyVote on community issuesAvoid harmful exposures
Teaching Health Literacy Skills
Health Activiti
es
Focus Materials Adults are Expected to
Use
Tasks Adults are Expected to Accomplish
Disease Prevention
Engage in screening & early detection
Postings for vaccinations & screeningsLetters reporting test resultsArticles in newspapers & magazinesCharts & graphs
Take preventive actionDetermine riskEngage in screening or diagnostic testsFollow up on recommendations
Teaching Health Literacy Skills
Health Activitie
s
Focus Materials Adults are Expected to
Use
Tasks Adults are Expected to Accomplish
Health Care & Maintenance
Seek health care & form relationship with health care providers
Health history formsMedicine labelsHealth education materialsDirections for using health care tools
Seek professional care when neededDescribe symptomsFollow directionsMeasure symptomsManage a chronic disease (follow a regimen, monitor symptoms, adjust regimen as needed, seek care when appropriate)
Teaching Health Literacy Skills
Health Activitie
s
Focus Materials Adults are Expected to
Use
Tasks Adults are Expected to Accomplish
Navigation
Access health services including coverage and benefits
Application formsStatements of rights & responsibilitiesInformed consent formsBenefit packages & forms
Locate facilitiesApply for benefitsFill out formsOffer informed consent
ADULT ESOL LESSON PLAN – TAKING MEDICATIONSLOW BEGINNING – HIGH BEGINNING
ESOL COMPETENCY: Life Skills – Health and Nutrition Read and interpret medical instructions for prescription and
over the counter drugs.
CULTURAL FOCUS: A person must follow medical instructions carefully in order to get well. If not taken as directed, medication can be dangerous.
CLASSROOM PROCEDURE:1. Teacher elicits and lists medication vocabulary.
Teacher models pronunciation; students repeat.2. Teacher explains the importance of following for
using medication: for example take 2 tablets once a day; take with food. Students add additional common instructions.
3. Teacher elicits definitions of related vocabulary terms such as pill, capsule and teaspoon. Teacher shows examples of empty prescription bottles and over the counter drugs.
4. Teacher models and writes on board a sample conversation between patient and pharmacist. Teacher elicits important questions to prepare when talking to a pharmacist. Students practice role-playing.
5. In small groups, students discuss what is needed in a medicine cabinet. Name purpose for each item. (aspirin/headache, bandages/bleeding).
GRAMMATICAL FOCUS:Imperatives and simple instructions: Shake well before using. Use this medicine in your ears. Do not operate machinery while using this medication.
VOCABULARY:labelmedicinemedication / drugsinformationprescriptionover the counterpharmacyshake welldrowsiness/dizzinessempty/refillpharmacistside effectspills / tablets / capsulesappetiteteaspoon / tablespoonoverdoseexternal use onlyemergencyavoidtake with mealstake on an empty stomachtake with a glass of waterfinish all medication unless otherwise prescribed
PRONUNCIATION:Produce the beginning, middle and ending sounds in words.ness: drowsiness, dizzinesstion: medication, information, prescriptionine: medicineadd s to pluralize nouns:pill(s), teaspoon(s), capsule(s)
COMMUNITY RESOURCES:Bring in First Aid Kit or a variety of medical items (Tylenol, bandages, antibiotic creams, etc.) and empty medication bottles, measuring spoons, etc.
TEXT BOOKS:Navigator book 2, p. 84-85
EVALUATION:Students show what is needed to stock a medicine cabinet. Students describe uses of medication.Students answer questions about sample medications.
MATERIALS/ADDITIONAL RESOURCES: Activity sheets: Taking Medications, Identifying Over-the-counter Medication
18
What does this medicine treat?
19
Anthony 12 years old and weighs 93 lbs. Soccer goalie. Championship game today. Anthony has allergies: stuffy, runny nose
and sneezing; watery eyes. Should he take this medicine? If so, how
much? How often? What side effects should he look for?
20
Drug Facts Label
Active IngredientsAnd what they do
Health literacy educationAsk Me 3Coalition Building
Becoming an Advocate for Health Literacy
What Is Ask Me 3 Promotes three simple, but essential, questions
and answers for every healthcare interaction:
Why Is It Important for
Me to Do This?
Context
What Do I Need to Do?
Treatment
What Is My Main
Problem?
Diagnosis
UNCG ESOL lesson plans:http://www.uncg.edu/csr/pubhealthinitiatives.htm Resources on creating additional lesson plans:http://healthliteracy.worlded.org/docs/comp/Materials/curricula.html Picture Stories for Adult ESL Health Literacy:http://www.cal.org/caela/esl_resources/Health/healthindex.html Vocabulary Gameshttp://iteslj.org/Techniques.Koprowski-RecyclyingVocabulary.html Practice Health Formswww.fda.gov/usemedicinesafely/my_medicine_record.htm
Resources
Find out more about how you can help improve health literacy in your community. Contact the North Carolina Council on Health Literacy for more information and to join our state’s collaborative health literacy effort.
Take Action!
