Integrating Health Literacy with Basic Skills & Family Literacy Practice

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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

Integrating Health Literacy with Basic Skills & Family Literacy PracticeJ. Kimbrough, PhD & J. Gore, MSWHealth 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 literacyThe majority of people with low literacy skills in the US are white, native-born AmericansOlder patients, recent immigrants, people with chronic diseases and those with low socioeconomic status are especially vulnerable to low health literacy3Why does it matter???Adults with low health literacy:Are often less likely to comply with prescribed treatment and self-care regimensMake more medication or treatment errorsFail to seek preventive careAre at a higher risk for hospitalization than people with adequate literacy skillsRemain in hospital nearly 2 days longerLack 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 controlWere more likely to report vision problems caused by their diabetes The Largest Study Conducted to Date on Health Literacy Found That33%Were unable to read basic health care materials42%Could not comprehend directions for taking medication on an empty stomach26%Were unable to understand information on an appointment slip43%Did not understand the rights and responsibilities section of a Medicaid application60%Did not understand a standard informed consent5US 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 readability2007 NC Institute of Medicine report & emphasis

Making an ImpactProvider awareness & teaching skillsConsumer awareness & self-advocacy skillsGeneral public awareness & demand for high quality healthcare for allConsumer AwarenessOne-on-one teaching in a healthcare settingHealth education materials at appropriate literacy levelsGroup teaching in an adult education classroom or community-based setting

Content vs. skillsCritical thinkingShared learning

Teaching Health Literacy

Shared Goals Different RolesMedical ProfessionalsMake health care services & resources availableOffer & explain appropriate screening proceduresDiagnose illnesses & develop a plan for patient carePrescribe medicines & explain their purposes & side effectsTeach patients how to use medical toolsSuggest measures to protect individual & family healthAdult EducatorsEnhance students ability to complete forms, make inquiries & navigate new environmentsTeach students to ask questions about tests, procedures & resultsDevelop students capacity to participate in planning by seeking clarification & offering suggestionsTeach students how to read medicine labels, calculate amounts & timing of dosagesStrengthen students ability to read charts and interpret rangesHelp students learn to locate information to guide their health-related decisionsContent vs. SkillsHealth Literacy SkillsBasic SkillsVocabularyNavigation/reading maps/using health systemsCharts & graphsCommunicating with health professionalsEmpowered decision-making

Higher SkillsResearching health information quality vs quackeryRisk & probabilityDeconstructing media messagesAdvocacy Teaching Health Literacy SkillsHealth ActivitiesFocusMaterials Adults are Expected to UseTasks Adults are Expected to AccomplishHealth PromotionEnhance and maintain healthFood labels & recipesArticles in newspapers & magazinesCharts & graphsHealth ed. BookletsPurchase foodPrepare food from recipesPlan exerciseMaintain healthy habitsTake care of everyday health (self & family)Teaching Health Literacy SkillsHealth ActivitiesFocusMaterials Adults are Expected to UseTasks Adults are Expected to AccomplishHealth ProtectionSafeguard health of individuals & communitiesNewspaper articlesWater report in mailHealth & safety posting at workLabels on cleaning productsDecide among product optionsUse products safelyVote on community issuesAvoid harmful exposuresTeaching Health Literacy SkillsHealth ActivitiesFocusMaterials Adults are Expected to UseTasks Adults are Expected to AccomplishDisease PreventionEngage in screening & early detectionPostings for vaccinations & screeningsLetters reporting test resultsArticles in newspapers & magazinesCharts & graphsTake preventive actionDetermine riskEngage in screening or diagnostic testsFollow up on recommendationsTeaching Health Literacy SkillsHealth ActivitiesFocusMaterials Adults are Expected to UseTasks Adults are Expected to AccomplishHealth Care & MaintenanceSeek health care & form relationship with health care providersHealth history formsMedicine labelsHealth education materialsDirections for using health care toolsSeek 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 SkillsHealth ActivitiesFocusMaterials Adults are Expected to UseTasks Adults are Expected to AccomplishNavigationAccess health services including coverage and benefitsApplication formsStatements of rights & responsibilitiesInformed consent formsBenefit packages & formsLocate facilitiesApply for benefitsFill out formsOffer informed consentADULT ESOL LESSON PLAN TAKING MEDICATIONSLOW BEGINNING HIGH BEGINNINGESOL COMPETENCY: Life Skills Health and NutritionRead 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:Teacher elicits and lists medication vocabulary. Teacher models pronunciation; students repeat.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.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.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.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 prescribedPRONUNCIATION: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. 84-85EVALUATION: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 Medication18What does this medicine treat?

18Lets look at the label you have in front of you.

What does Feel Better Cold and Fever Suspension treat?

What are the active ingredients?

(Call on a student to provide one active ingredient and what it does. Call on a second student to provide the second active ingredient and what it does)

(Can then click through 4 clicks to demonstrate all the places on the label that shows us what the medicine treats and with what ingredients.)19Anthony12 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?

19Lets meet Anthony.Anthony is 12 years old. He is the goalie for his middle school soccer team and he is REALLY GOOD.

Today his team plays for the county championship, but Anthony woke up with really bad allergies. His nose is all stuffy and runny. His eyes are watery and he cant stop sneezing. Anthony is really worried that his allergies will keep him from playing his best. What should he do?

(Someone will sayHe should take some allergy medicine)

Should he just go off on his own and take some medicine?

No, he should talk to his mom or dad about how he is feeling first.

So, Anthony and his mom and dad go to the high cabinet where they store their medicine, and they start looking for the right kind of medicine for Anthonys allergy problems.20Drug Facts LabelActive IngredientsAnd what they do

20Up at the very top of the first column of the Drug Facts Label are sections called: (click) Active ingredientsPurposesUses

(click)These 3 sections talk about the medicines active ingredients and what they do.Health literacy educationAsk Me 3Coalition Building

Becoming an Advocate for Health Literacy

What Is Ask Me 3Promotes 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?Diagnosis22Ask Me 3 is a new patient education program designed to promote communication between health care providers and patients, in order to improve health outcomes.

The program promotes these three questions that patients should ask their providers in every health care interaction and that providers should always encourage their patients to understand the answers to.

UNCG ESOL lesson plans:http://www.uncg.edu/csr/pubhealthinitiatives.htmResources on creating additional lesson plans:http://healthliteracy.worlded.org/docs/comp/Materials/curricula.htmlPicture Stories for Adult ESL Health Literacy:http://www.cal.org/caela/esl_resources/Health/healthindex.htmlVocabulary Gameshttp://iteslj.org/Techniques.Koprowski-RecyclyingVocabulary.htmlPractice Health Formswww.fda.gov/usemedicinesafely/my_medicine_record.htm

ResourcesFind 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 states collaborative health literacy effort.Take Action!

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