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Improving the Health Literacy
of a University: A Collaborative Campus Effort
Dana Carpenter, MPH
University of Louisville Health Promotion Office Program Coordinator Sr.
Matthew Vogelpohl, MEd
University of Louisville Student Activities Board
Graduate Assistant
Objectives
Define health literacy
Identify main health literacy issues for students that affect
student success
Describe health literacy initiative strategies
What is Health Literacy?
The degree to which individuals have the capacity to obtain,
process, understand, communicate and utilize basic health
information and services needed to make appropriate health
decisions to prevent or treat illness.
(USDHHS Health Resources and Services Administration & Patient Protection and Affordable Care Act of 2010)
Health Literacy:
Involves both the context or setting in which health
demands are made and the skills that people bring to that
situation.
Health Literacy Demands/ Complexities Skills/ Abilities
Health literacy occurs when information and services needed for health are aligned with skills and abilities of those needing them.
Institute of Medicine. Health Literacy: A prescription to end confusion. Nielsen-Bohlman L, Panzer A, Kindig DA, editors. Washington, D.C., National Academy Press 2004.
Real Life Examples?
Important to note:
Healthy People 2020: HC/HIT-1 (Developmental) Improve the health
literacy of the population HC/HIT-1.1(Developmental) Increase the proportion of persons who report their health care provider
always gave them easy-to-understand instructions about what to do to take care of their illness or health condition
HC/HIT-1.2(Developmental) Increase the proportion of persons who report their health care provider always asked them to describe how they will follow the instructions
HC/HIT-1.3(Developmental) Increase the proportion of persons who report their health care providers’ office always offered help in filling out a form
Healthy Campus 2020: HC HC/HIT-a (Developmental) Increase proportion of
students who report that their health care providers have satisfactory communication skills.
Health Literacy: By Level of Educational Attainment
Intermediate indicates skills necessary to perform moderately challenging literacy activities.
http://www.health.gov/communication/literacy/issuebrief/
So why college students?
First-year students no longer have people able to assist.
Students do not necessarily have high health literacy.
“Teach to the test” approach
Receiving little health education before college
High risk taking/Negative health behaviors = poor academic progress
Health status can be directly linked to level of educational attainment.
Millennials are more inclined to trust institutions than 2 previous generations.
Young adult college students are just beginning to make lifelong health care
decisions – university ideal for promoting health literacy (SNRS)
The Beginning…
August 2010: University of Louisville’s Campus Medical Services relocated off-campus, separating the Health Promotion and Medical Services.
July 2011: Based on observations and conversations with students, HPO decided to focus on Health Literacy.
Research
Direct contacts:
NYU - Live Well NYU – Allison Smith
Health Literacy Missouri
Helen Osborne, M.Ed., OTR/L, Health Literacy Consulting
Jennifer Manganello, PhD, MPH, Associate Professor, U. Albany – SUNY School of Public Health
Brent T. Parton, M.Ed., Program Director, SHOUTAmerica
Health Literacy Group in the LINCS Community
Literature research:
Numerous articles
Dissertation
Focus Groups
# focus groups conducted
# of students
Variety of student populations represented
Questions
Context
Skill
Both
Emergent Themes
HL Focus Group:
Communication
Insurance
Medication
Characteristics of “good” healthcare
HP Focus Group:
Health Is Holistic
Health is Hard
Connection
In what ways is Health Literacy
being addressed on your campus?
Collaborations
R.S.A/Housing and Resident Life
Health Literacy Kentucky
Civic Engagement Leadership & Service
Office of Admissions
Vice President for Student Affairs
Student Activities Office
Health Insurance Advocate
Undergraduate Affairs
School Interdisciplinary Grad Studies
Cultural Center
International Center
TRIO Student Support Services
August 2011 to
September 2012
Collaborations
Get Healthy Now
Greek Life
Pre-Health Honor Societies
Student Activities Board
Health Occupation Students of America
Parent’s Association
Counseling Center
Disability Resource Center
Manual High School
Health Literacy Kentucky -
Awareness Committee
School of Public Health
October 2012 to
Present
Outcomes
# of contacts with HL initiative - 5012
Other
16 tailored presentations
Health literate services – Nutrition Navigators, Grocery Store Tours
Documents created or revised
Major event
Other Outcomes cont.
Staff modifications 2 new Health Advocate Leader positions specific to Health Literacy
Recognitions: UofL Outstanding Collaboration Award
Off-campus presentations: “Whatchu Talkin’ `bout, Willis?”
SAACURH 2011 at Georgia State University KRACLE 2012 at Eastern Kentucky University
“Improving the Health Literacy of a University: A Collaborative Campus Effort” ACPA 2013 in Las Vegas Kentucky Health Literacy Summit ACHA 2013 in Boston
Game of L.I.F.E.: Lessons Important For Everyone
Purpose: To place students in scenarios that they face everyday and learn about the decisions they are making.
Layout: 7 stations 8 topics 4 scenarios/topic – 2 in, 2 after 3 LIFE tables
Score at end Answers to scenarios “Bonus” life tile points
Game of L.I.F.E.: Lessons Important For Everyone
“Hap
py T
rails
” M
ix T
able
Info
rmat
iona
l D
ispla
y Pr
ize
Tabl
e Ev
alua
tions
&
Che
ck O
ut Booth 5 Scenario
Booth 6 Life Tile
Booth 4 Life Tile
(Graduation)
Booth 2 Life Tile
Booth 3 Scenario
Booth 1 Scenario
Booth 7 Life Tile
Sample scenarios: (in college)
You are a poor college student that has used all of your flex dollars and meal swipes. You still need to eat. What do you do?
A. Fast food for a few meals – it’s cheap (2)
B. Find a friend that still has flex/meal swipes left and use/buy their swipes (3)
C. Learn how to cook so you can eat healthy on a budget (4)
D. Volunteer at the soup kitchen in exchange for meals (1)
Game of L.I.F.E.: Lessons Important For Everyone
Sample scenarios: (after college)
You are a recent college graduate that gained far more weight than you would have liked. You want to lose weight, but do not have a lot of time in your schedule for hours at the gym. How do you go about losing weight by focusing on your nutrition only?
A. Increase veggies and decrease sodas/sweet tea (4)
B. Eat smaller amounts (3)
C. Count Calories (2)
D. Take stimulants or diet pills to that
decrease your appetite (1)
Game of L.I.F.E.: Lessons Important For Everyone
Answer Data:
Question missed most
Question answered correctly most
How many answered 100%
Game of L.I.F.E.: Lessons Important For Everyone
Sample LIFE tiles
“You found full time work” (+4)
“You rolled your ankle and cannot run
in the mornings for a few days” (-2)
Evaluation:
On-site
Asked overall enjoyment of the event
What they learned
What they want to learn more of
Post-event
Key with answers to all 32 scenarios sent out
Survey about their understanding and increase of
knowledge since reading the Key
Game of L.I.F.E.: Lessons Important For Everyone
Future Plans
Create curriculum for training our Cardinal HeLPERs
(Health Literacy Peer Educator and Resource)
Recruit and train Cardinal HeLPERs
Create 5, 30-second videos addressing the main issues discovered through focus groups which will be posted on various university websites.
Create a webinar for incoming students and parents
Create workshops for specific groups
Continue to edit documents and create tools
Pass out wallet cards at athletic events
Add questions to NCHA
and more!!!
A framework for studying adolescent health literacy
Manganello J A Health Educ. Res. 2007;23:840-847
© The Author 2007. Published by Oxford University Press. All rights reserved. For permissions, please email: [email protected]
Parting Thoughts
College students are at a crucial stage of development,
learning skills that will carry them
In addition to career/professional preparation, college
graduates need health literacy
Schools are essentials in achieving health literacy.
Take Away Questions
What types of programming would be most effective on your campus?
Who would you collaborate with?
Would a program like this be successful with your student body?
Resources
America's Health Literacy. (2008). Why we need accessible health information: An issue brief from the U.S. Department of Health and Human Services.
Burton, A. (2012). The capacity of a southern university to promote and support health literacy among college students: A case study approach. Dissertations. Paper 615.
Health Promotion International
http://www.health.gov/communication/literacy/issuebrief/
http://livewellnyu.com/
Koh et al. (2012). New federal policy initiatives to boost health literacy can help the nation move beyond the cycle of costly ‘crisis care’. Health Affairs.doi: 10.1377/hlthaff.2011.1169
Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu,Y., & Dunleavy, E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007– 80).U.S.Department of Education National Center for Education Statistics:Washington,DC.
Managanello, J.A. (2007). Health literacy and adolescents: An agenda for the future. Health Education Research, 23(5), 840-847.
Nielsen-Bohlman, L, Panzer, A. & Kindig, DA, eds. (2004). Health literacy: A prescription to end confusion. Institute of Medicine: Washington, D.C., National Academy Press.
Rudd, R., Moeykens, B. & Colton, TC. (1999) Health and literacy: A review of medical and public health literature. Annual Review of Adult Learning and Literacy, 1. New York, NY: Jossey-Bass.
SNRS
USDHHS Health Resources and Services Administration & Patient Protection and Affordable Care Act of 2010
Vader, A. M., Walters, S. T., Roudsari, B., & Nguyen, N. (2011). Where do college students get health information? Believability and use of health information sources. Health Promotion Practice, 12(5), 713-722.
