HEALTH LITERACY: IMPORTANCE IN PARTNERS WHAT DOES PARTNERS DO? - PowerPoint PPT Presentation

HEALTH LITERACY: IMPORTANCE IN PARTNERS

WHAT DOES PARTNERS DO? ¡ Creates research agenda ¡ Determines research priorities ¡ Conducts meaningful research to fill knowledge gaps ¡ Distributes research results q Everything is patient-centered using plain, easy to understand language

WHY ARE WE TALKING ABOUT HEALTH LITERACY? ¡ These slides are for new PARTNERS members, especially patients and families. ¡ PARTNERS wants to be “health literate” so all people can benefit and learn from our work. ¡ We need your help to be sure we are health literate. This is why we are talking about health literacy with you today. q Once you know more about this topic, you can help us find ways to improve.

COMMUNICATION BARRIERS ¡ People have differing levels: q Education q Literacy (ability to read) q Language ¡ Health literacy: the ability to q Get, process, understand basic health information and services q Make good health care choices q Work through and access health care system

HEALTH CARE SYSTEM MEANS . . . ¡ Doctor’s office ¡ Hospital ¡ Pharmacy ¡ Insurance ¡ Referrals ¡ Any experience related to your health

USING HEALTH LITERACY STRATEGIES ¡ “You cannot tell by looking.” Don’t assume. A person may still have a hard time with health information even if they q did well in school q speak well q present themselves well ¡ Reading ability does not equal understanding ¡ Worry can make it hard to take care of yourself and your family ¡ Everyone benefits from clear communication

USING HEALTH LITERACY STRATEGIES ¡ Health literacy also means knowing how to navigate (access) the health care system ¡ This includes knowing q when to call q who to call q where to go ¡ Providers need to make this information clear!

NATIONAL ASSESSMENT OF ADULT READING SKILLS ¡ National study of health literacy skills of US adults Looked at both reading and math skills q Focused on health-related materials q and tasks Found 1 in 3 adults had trouble with q health literacy skills

2004 REPORT ON HEALTH LITERACY ¡ Health information is harder to understand than it needs to be ¡ Providers (doctors, nurses, others) need health literacy training

MISMATCHED COMMUNICATION ¡ Provider job : Give information ¡ Patient job: Understand, remember, and act on information

DEMANDS ON PATIENTS ARE INCREASING… ¡ Preventive care ¡ Shots ¡ Self assessment of health status ¡ Self-treatment ¡ Health care use q When to go to clinic/ER q Scheduling referrals and follow-up q Insurance

AND THE PROCESS IS BECOMING MORE COMPLEX Isn’t this confusing? PP – Prior to seeing physician ED – Emergency Department F/U – Follow up HCP – Health care professional Health Literacy and Patient Safety: AMA Foundation, 2007

MEDICINE ERRORS ¡ When asked, “ How would you take this medicine? ” ¡ 46% (almost half) did not understand instructions on more than one label Davis TC , et al. Annals Int Med 2006

MEDICINE ERRORS ¡ When asked, “ How would you take this medicine? ” ¡ 38% (4 out of 10) with adequate literacy missed at least 1 label Davis TC , et al. Annals Int Med 2006

“SHOW ME HOW MANY PILLS YOU WOULD TAKE IN 1 DAY” John Smith Dr. Red Take two tablets by mouth twice daily. Humibid LA 600mg 1 refill

SHOW ME . . . ¡ Studies have shown that people who are able to say or read instructions correctly may still make mistakes when they carry out the instructions ¡ The gap is largest among people with low literacy ¡ For example, “Take 2 tablets by mouth twice daily” q 7 out of 10 people with low literacy read the pill label correctly q 3 or 4 out of 10 could correctly show how to take the pills Davis TC , et al. Annals Int Med 2006

STRATEGIES TO IMPROVE UNDERSTANDING

STRATEGIES TO IMPROVE PATIENT UNDERSTANDING ¡ Focus on “need-to-know” & “need-to-do” ¡ Use Teach-Back Method ¡ Show how / draw pictures ¡ Use clearly written materials

FOCUS ON “NEED-TO-KNOW” & “NEED-TO-DO” ¡ What do families need to know/do…? ¡ When they want to enroll in a study ¡ When they want to volunteer ¡ When they want to share personal details for a registry

FOCUS ON “NEED-TO-KNOW” & “NEED-TO-DO” ¡ What do families need to know/do…? When they want to enroll in a study q When they want to volunteer q When they want to share personal details for a registry q

TEACH-BACK: A WAY TO MAKE SURE BOTH PEOPLE IN A DISCUSSION UNDERSTAND EACH OTHER ¡ In teach-back, you describe in your Explain own words what was discussed. For example: Check q Details about consent understanding q Participation Re-explain if needed Understanding

UNDERSTANDING ¡ Do not use these questions: q Do you understand? q Do you have any questions?

“SHOW ME” ¡ Most health drawings too complex q Doctor drawings often very good (not too complex) ¡ Pictures/actually doing the process is most helpful to patient with low literacy & visual learners

PLAIN LANGUAGE ¡ Plain language is wording your audience can understand the first time they read or hear it. (Think of “living room” talk.) ¡ Language that is plain to one set of readers may not be plain to others. ¡ Written material is in plain language if your audience can: q Find what they need q Understand what they find q Use what they find to meet their needs www.plainlanguage.gov/whatisPL/

PLAIN LANGUAGE TECHNIQUES ¡ There are many things that can help you achieve this goal. Among the most common are: Logical organization with the reader in mind q “You” and other pronouns q Active voice q Short sentences q Common, every day words q Easy to read design q www.plainlanguage.gov/whatisPL/

EXAMPLES OF PLAIN LANGUAGE ¡ Annually Plain Language ¡ Arthritis What ideas do you have? ¡ Cardiovascular ¡ Dermatologist ¡ Diabetes ¡ Hypertension The Plain Language Thesaurus for Health Communications

EXAMPLES OF PLAIN LANGUAGE Plain Language ¡ Annually ¡ Yearly or every year ¡ Arthritis ¡ Pain in joints ¡ Cardiovascular ¡ Having to do with the heart ¡ Dermatologist ¡ Skin doctor ¡ Diabetes ¡ Elevated sugar in the blood ¡ Hypertension ¡ High blood pressure The Plain Language Thesaurus for Health Communications

PATIENT EDUCATION: WHAT WE KNOW ¡ Written materials alone are not enough ¡ Patients want both spoken and written information ¡ Focus should be “need-to-know” & “need-to do” ¡ Patients with low literacy often ask fewer questions ¡ It can help to bring a family member and medicines to appointments ¡ Technology can also help IOM: Report on Health Literacy 2004, Berkman et al. AHRQ Report 2004

SUMMARY ¡ Focus on need to know and need to do ¡ Teach-Back ¡ Show, draw pictures, use models ¡ Use plain language

RESOURCES ¡ 2 nd edition of the AHRQ toolkit ¡ NC Program on Health Literacy ¡ Medline Plus Dictionary ¡ The Plain Language Thesaurus for Health Communications

ACKNOWLEDGMENTS ¡ These slides were adapted from the AHRQ Health Literacy Universal Precautions Toolkit ¡ Most of the content was created by: ¡ T erry Davis, PhD ¡ With additions by Darren DeWalt, MD, MPH, Ashley Hink, MPH, Victoria Hawk, RD, MPH, Angela Brega, PhD, Natabhona Mabachi, PhD