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Learning is Good for your Health: how literacies link to health outcomes

Learning is Good for your Health: how literacies link to health outcomes. Janet Weir November 2015. After this training participants will be able to. • Describe how literacy and numeracy issues can effect patients health

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Learning is Good for your Health: how literacies link to health outcomes

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  1. Learning is Good for your Health:how literacies link to health outcomes • Janet Weir • November 2015

  2. After this training participants will be able to • • Describe how literacy and numeracy issues can effect patients health • • Describe signs of literacy and numeracy difficulties and the potential impact on health care • • Interpret the national statistics for your own area of practice • • Discuss ways of broaching the subject of literacy and numeracy with patients/clients • • Give examples of possible changes to your working practice that reflects your increased awareness • • Identify available literacy and numeracy support mechanisms for patients/clients

  3. Making it Easy - June 2014 • • Highlights the hidden problem of low health literacy and the impact that this has on our ability to access, understand, engage and participate in our health and social care. • • Explains that low health literacy leads to poor health outcomes and widens health inequality. • • Calls for all involved in health and social care to systematically address health literacy as a priority • • Sets out an ambition for all in Scotland to have the confidence, knowledge, understanding and skills we need to live well, with any health condition we have. • • Lays out the actions the Scottish Government and partners are taking to help health and social care collaborate to help realise this ambition.

  4. Are CAPITAL letters easier to read?

  5. Aoccdrnig to rscheearch, it deosn't mttaer in waht oredr the ltteers in a wrod apepar, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

  6. Findings from The Scottish Survey of Adult Literacies (2009) • 26.7 per cent may face occasional challenges and constrained opportunities. • Within this, 3.6 per cent face serious challenges in their literacy practices. • People who score lowest in all three categories are considerably more likely to be 56-65. • People from the 15% most deprived areas tend to have lower scores.

  7. Adult Literacies in Scotland 2020 Vision • By 2020 Scotland's society and economy will be stronger because more of its adults are able to read, write and use numbers effectively in order to handle information, communicate with others, express ideas and opinions, make decisions and solve problems as family members, workers, citizens and lifelong learners.

  8. 2020 vision for Health & Social Care • Scotland’s 2020 Vision for Health and Social Care focuses on prevention, anticipation and supported self-management. • Addressing health literacy is at the heart of this commitment to delivering a safe, effective and person-centred healthcare system. • It is important therefore for health services and practitioners to support people to develop their knowledge, skills and confidence to be active partners in their care.

  9. What do we expect people to do? • Think about your contact with patients and the general public. What do you expect them to read, write or calculate? • If they struggle with literacy or numeracy what effect might this have?

  10. Medicine and adherence • Wolf et al (2007) found that 46% of patients misunderstood one or more dosage instructions. • Patients with low literacy were less able to understand instructions compared to those with adequate literacy. • Wolf MS, Davis TC, Shrank W, Rapp DN, Bass PF, Connor UM, Clayman M, Parker RM. 2007. To err is human: Patient misinterpretations of prescription drug label instructions, Patient Education and Counseling, 67, 293–300.

  11. Identifying if someone is having difficulty.. • Morris, MacLean, Chew and Littenberg (2006): developed a single item screener: • How often do you need to have someone help you when you read instructions, pamphlets, or other written material from your doctor or pharmacy? • Possible responses are 1-Never, 2-Rarely, 3-Sometimes, 4-Often, and 5-Always. Scores greater than 2 were considered positive, indicating some difficulty with reading printed health related material. • Morris N.S., Maclean C.D., Chew L.D. & Littenberg B. 2006. “The Single Item Literacy Screener: Evaluation of a brief instrument to identify limited reading ability”, BMC Family Practice, 7:21.

  12. What approaches are adopted in tackling the issue? • Rudd: • Improve the literacy skills of the public/refer people to learning • Improve the communications skills of health care staff e.g. • Let me show you • Tell me what you have been told so far • Talk me through what you will do at home • Would you like someone to go over that with you? • Teach back postcards

  13. What else?

  14. “ I never knew help was out there until I was asked… no one had ever asked me before” Woman aged 57, referred to adult literacy learning through Keep Well programme

  15. 0808 100 1080 • or 01324 504450 to speak to Janet, Angela or Ann • ann.laceyadamson@falkirk.gov.uk • www.educationscotland.gov.uk

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