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Health Literacy: Challenges and Solutions. Presented by: Barbara Meyer Lucas, M.D., MHSA The Michigan State Medical Society Foundation American Medical Association Foundation & American Medical Association. 10/03. Overview of Presentation :. Definition of Health Literacy

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Health literacy challenges and solutions l.jpg

Health Literacy: Challenges and Solutions

Presented by:

Barbara Meyer Lucas, M.D., MHSA

The Michigan State Medical Society Foundation

American Medical Association Foundation & American Medical Association

10/03


Overview of presentation l.jpg
Overview of Presentation:

  • Definition of Health Literacy

  • Implications of Poor Health Literacy

  • Why Is Health Literacy a Challenge?

  • What Solutions Can We Offer?


Definition what is health literacy l.jpg
Definition: What is Health Literacy?

Healthy People 2010:

“The degree to which individuals have the capacity, to obtain, process, and understand basic health information and services needed to make appropriate health decisions.”

Simplified: Health Literacy is the ability to:

----Read,

----Understand, and

----Act On

health care information.


1993 national adult literacy survey n 26 000 scored on 5 levels l.jpg

17%

32%

Level 4

Level 5 - 3%

Level 3

Level 1

21% -

InadequateLiteracy

Level 2

27% -

Marginal Literacy

1993 National Adult Literacy Surveyn=26,000, scored on 5 levels


Implications of poor health literacy l.jpg
Implications of Poor Health Literacy:

48% of the U.S. Population Are at Risk For:

  • Inadequate health knowledge and poorer health outcomes

  • Inappropriate hospitalizations and greater health costs

  • Increased medical errors


Low literate diabetic patients less likely to know correct management l.jpg
Low literate diabetic patients less likelyto know correct management….

Know symptoms

of low blood sugar

(hypoglycemia)

Know correct action

for hypoglycemic

symptoms

Percent

Williams, et al. Arch Int Med 1998


Poor health outcomes for diabetic patients l.jpg
Poor health outcomes for diabetic patients……

  • Diabetic patients with low health literacy have poorer glycemic control than patients with adequate literacy.

    (Schillinger D, et al. JAMA. 2002.)

  • Diabetic children (ages 5-17) had poorer glycemic control if their parents had lower literacy skills.

    (Ross LA, et al. Diabetic Med. 2001.)


Patients with low literacy more likely to be hospitalized l.jpg
Patients with low literacy more likely to be hospitalized

%

Baker, Parker, Williams, et al. JGIM 1999


Linkage to patient safety sentinel events l.jpg
Linkage to Patient Safety: Sentinel Events

  • Communication Issues are the Leading Root Cause of Sentinel Events, all Categories, 1995-2002

  • Communication Issues Implicated as a Root Cause in 56% of Medication Errors


Root causes of sentinel events all categories 1995 2002 source jcaho l.jpg
Root Causes of Sentinel Events(all Categories, 1995-2002: Source: JCAHO)


Root causes of medication errors all categories 1995 2002 source jcaho l.jpg
Root Causes of Medication Errors(all Categories, 1995-2002: Source: JCAHO)


Research also shows that l.jpg
Research also shows that:

  • Literacy is a predictor of health status

  • It is a stronger predictor than age, income, employment status, education level, or racial and ethnic group



Contributing factors l.jpg
Contributing Factors: Setting?

  • Cultural Issues

  • Increasingly complex health system

    • Growing self-care requirements

    • More medications, tests, procedures

  • Aging Population

  • Increased reliance on printed handouts for patient instruction


A more complex health care system l.jpg

4 - 6 weeks bed rest Setting?

in hospital

650

3 weeks in hospital

2 hours a day of diabetic education classes

2-4 days in hospital

(M&R Guidelines)

10,000 +

outpatient

0-3 hours diabetic

education classes

written materials

internet

telemedicine

A More Complex Health Care System:

35 Years Ago

Today

Treatment of Acute Myocardial Infarction

Available Prescription Drugs

Treatment of new onset diabetes


An aging population inadequate health literacy increases with age l.jpg
An Aging Population: Setting?Inadequate health literacy increases with age:

%

Gazmararian, et al. JAMA 1999


Increased reliance on written handouts l.jpg
Increased Reliance on Written Handouts : Setting?

  • As a sincere attempt to improve patient education

  • To increase office efficiency by using ancillary staff

  • To comply with mandates from accrediting agencies


Slide18 l.jpg

GNINAELC – Ot erussa hgih ecnamrofrep, yllacidoirep naelc eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.


Solutions what can we do to help l.jpg
Solutions: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. What can we do to help?

  • Understand the problem

  • Identify the barriers faced by both patients and clinicians

  • Identify and implement strategies to enhance health literacy

  • Advocate for system change


Video the patient s voice l.jpg
Video: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.The patient’s voice...

  • This video was made by the AMA in 2003

  • You will see real patients and real physicians talking about literacy issues


Two specific goals to enhance health literacy l.jpg
Two specific goals to enhance health literacy… eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

  • Create a shame-free environmentwith improved patient assessment

  • Improve interpersonal communication with patients


Goal 1 creating a shame free environment l.jpg
Goal #1: Creating a eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. “Shame-Free” Environment

4 Key Strategies for Healthcare Organizations:

1. Adopt an attitude of Helpfulness

2. Convey a safe, non-judgmental

environment

3. Be alert for low literacy “red flags”

4. Engage your entire staff


1 adopt an attitude of helpfulness l.jpg
1. Adopt an Attitude of eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. Helpfulness

  • Attitude of helpfulness, caring and respect by all staff

  • Easy-to-follow instructions for appointments, check-in, referrals and tests

  • Assistance provided confidentially

  • All patients treated as if they are your parents


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2. Create a Safe, eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. Non-judgmental Environment

  • Provide privacy for all discussions

  • Sit down at patient’s level to talk!

  • Ask patients how they want information communicated to them

  • Take the patient’s concern seriously

  • Ask and listen before you advise

  • Give the patient time to respond

  • Be positive, hopeful, empowering


Be alert to clues of low health literacy l.jpg
Be alert to clues of low Health eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.Literacy

  • Be alert for “red flags”

  • Use the “social history” to assess literacy

  • Use “medication reviews” to identify and address problems


Red flags patients may seek to protect themselves by l.jpg
Red Flags: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.Patients may seek to protect themselves by….

  • Not completing registration forms

  • Walking out of the waiting room

  • Making excuses

  • Pretending they can read

  • Becoming angry, demanding

  • Clowning around, using humor

  • Being quiet, passive

  • “Detouring”, letting doctor miss the concern


Red flags patient communication l.jpg
Red Flags: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.Patient Communication

  • Unable to name medications, or explain purpose or timing of administration

  • Difficulty explaining medical concerns

  • Has no questions


Red flags lack of follow through l.jpg
Red Flags: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.Lack of follow-through

  • Frequently missed appointments

  • Skipped tests and referrals

  • Non-compliant with meds

  • Seeking help only when illness is advanced


Use the social history to ask l.jpg
Use the “social history” to eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. ask:

  • Ask about education, reading, learning styles – be non-judgmental.

  • Use this discussion to open a space for the patient to talk about literacy issues.

  • “How comfortable are you with the way you read?”


Use a brown bag visit to identify problems l.jpg
Use a “Brown Bag Visit” to eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. identify problems:

Conducting a Medication Review:

  • Ask patients to bring in all their medications

  • Ask them to name and explain the purpose of each one

  • Discuss exactly how and when they take each one

  • Use this discussion to identify areas of confusion and to answer questions


4 engage the entire staff what is it like being a patient in your setting l.jpg
4. Engage the entire staff eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.(what is it like being a patient in your setting?)

  • What forms will you be given?

  • Will you be offered confidential assistance?

  • Are check-in personnel friendly?

  • Were you given easy-to-follow instructions?

  • First impressions? Non-verbal communication of staff?


All staff need to be involved in l.jpg
All staff need to be involved in….. eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

  • Understanding the problem of health literacy

  • Identifying possible barriers in your setting

  • Developing, implementing, and assessing effective strategies for improvement

  • Conducting on-going follow-up and evaluation


Goal 2 improving communications with patients l.jpg
Goal # 2: Improving Communications with Patients eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

2 Key Strategies for Individual

Healthcare Providers:

1. Improving Face-to Face

Communication Skills

2. Improving Written Patient

Education Materials


Failure to communicate l.jpg
Failure to communicate eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

Doctor:“Your foot infection is so severe that we will not be able to treat it locally.”

Patient:“I hope I don’t have to travel far, doctor. I’m afraid of flying.”


Strategy 1 enhancing face to face communications with patients l.jpg
Strategy #1: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.Enhancing face-to-face communications with patients:

1. Conduct patient-centered visits

2. Explain things clearly in plain language

3. Focus on key messages and repeat

4. Use a “teach back” or “show me” technique to check for understanding


1 conduct patient centered visits l.jpg
1. Conduct patient-centered visits eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

  • Sit down, and engage in a dialogue with the patient

  • Encourage patients to have a family member accompany them

  • Welcome questions

  • Understand and address the patient’s concerns.

  • Listen more and speak less


2 explain things clearly using plain language l.jpg
2. Explain things clearly eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. using plain language.

  • Slow down the pace of your speech

  • Use analogies

    • “Arthritis is like a creaky hinge on a door.”

  • Use plain, non-medical language

    • “Pain killer” instead of “analgesic”


3 focus on key messages and repeat l.jpg
3. Focus on key messages eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. and repeat.

  • Limit information by focusing on 1-3 key messages per visit

  • Review each point and repeat several times

  • Have other staff reinforce key messages.


Patients should leave your office knowing 3 things l.jpg
Patients Should Leave Your Office Knowing 3 Things: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

  • What is my main problem?

  • What do I need to do about it?

  • Why is it important that I follow these instructions?


Exercise what s the key message l.jpg
Exercise : eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. What’s the Key Message?

Type II DM diagnosed at today’s visit:

  • Sugar level in blood is high

  • How the body controls blood glucose

  • Self-management of diabetes medications

  • Start medicine to lower sugar

  • Potential complications of diabetes

  • Testing the blood sugar level

  • Proper diet


4 use teach back or show me techniques l.jpg
4. Use “teach back” or eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio. “show me” techniques.

  • Ask patient to demonstrate understanding

    • “What will you tell your spouse about your condition?”

    • “I want to be sure I explained everything clearly, so can you please explain it back to me so I can be sure I did.”

  • Do not ask,

    “Do you understand?”


Strategy 2 developing patient friendly written educational materials l.jpg
Strategy # 2: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.Developing patient-friendly written educational materials:

  • Focus only on key points

  • Show or draw only simple pictures

    ---Minimize info about anatomy and physiology

  • Be sensitive to cultural preferences.

  • Emphasize what the patient should do


Guidelines for creating patient friendly written materials l.jpg
Guidelines for creating eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.patient-friendly written materials:

  • Simple words (1-2 syllables)

  • Short sentences (4-6 words)

  • Short paragraphs (2-3 sentences)

  • No medical jargon

  • Headings and bullets

  • Lots of white space.


In summary l.jpg
In Summary: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

  • Health Literacy is the ability to read, understand, and act on health care information.

  • 48% of the U.S. population have inadequate or marginal literacy skills


In summary45 l.jpg
In Summary: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

Poor Health Literacy places patients at high risk for:

--Poor compliance with care plans

--Poorer health outcomes

--Inappropriate hospitalizations

--Medical errors


In summary46 l.jpg
In Summary: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.

  • Literacy in the healthcare setting is particularly challenging due to:

    ---patient discomfort/embarrassment

    ---complexity of healthcare today

    ---aging populations/cultural issues

    ---time constraints that increase our

    reliance on handouts


In summary what can we do to help l.jpg
In Summary: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.What can we do to help?

  • Strategies for change include:

    1. On a System Level:

    ---Work toward creating shame-free

    healthcare environments

    2. At the Individual Provider Level:

    --- Improve communications

    Face to face with patients

    Simplified written handouts


In summary what can we do to help48 l.jpg
In Summary: eht epat sdaeh dna natspac revenehw uoy eciton na noitalumucca fo tsud dna nworb-red edixo selcitrap. Esu a nottoc baws denetsiom htiw lyporposi lohocla. Eb erus on lohocla sehcuot eht rebbur strap, sa ti sdnet ot yrd dna yllautneve kcarc eht rebbur. Esu a pmad tholc ro egnops ot naelc eht tenibac. A dlim paos, ekil gnihsawhsid tnegreted, lliw pleh evomer esaerg ro lio.What can we do to help?

  • For Training at Your Sites:

    Contact:

    The Michigan State Medical Society

    Dept. of Educational Programs

    Health Literacy Grant Team

    (517) 337-1351