the basics - World Health Communication Associates

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They also have to move from community settings to hospitals, and from public toprivate providers (IOM 2004). An adult’s ability or inability to make these decisionsand navigate these systems is a reflection of systemic complexity as well as individualskill levels. Patients, clients and their family members are often unfamiliar withthese systems. Their health literacy can be thought of as the currency needed tonegotiate the system (Selden et al. 2000); or a compass for what may be a difficultand unpredictable journey (Kickbusch & Maag 2008).Health Literacy enhancement interventionsHealth system interventions to improve individual and population health literacy canbe divided into four categories:1. Provision of simplified/more attractive written materials2. Technology-based communication techniques3. Navigating health systems4. Training of educators and providers4.1.1 Provision of simplified/more attractive written materials 5Health information materials and official documents—including informed consentforms, social services forms and public health and medical instructions—often usejargon and technical language that make them difficult to use (Rudd et al. 2000,cited in IOM 2004). Moreover, studies suggest that health information is often moredifficult to comprehend than other types of information (Root & Stableford 1999).Most of the approaches in this category involve producing patient informationmaterials that are written with simplified language, have improved format (forexample, more white space and friendlier layout), or use pictograms or othergraphics. Table 2 describes some key techniques (Doak, Doak & Root 1996).5This section is adapted from Health Literacy: A Brief Introduction by Stacy Cooper Bailey, MPH; Michael S.Wolf, PhD MPH; Kara L. Jacobson, MPH CHES; Ruth M. Parker, MD; Scott Ratzan, MD MPH (ICN 2009).34SECTION 4: WHAT CAN WE DO TO STRENGTHEN HEALTH LITERACY?
TABLE 2. TECHNIQUES TO SIMPLIFY PRINT MATERIALSTechniqueWrite in shortsentencesPrint in large, Sans-Serif fontInclude sufficient whitespaceSelect simple wordsProvide information inbulleted listsHighlight or underlinekey informationDesign passages tobe action and goalorientedGroup and limitinstructional contentExplanationShort sentences tend to be easier to read and understand forpatients. Sentence length should be less than 15 words, andideally less than 10 words. Sentences should be written in aconversational style.Text should be written in Sans-Serif font (e.g. Arial) with aminimum font size of 12 pt. Use of all capital letters shouldbe avoided; only the first letter of words in text should becapitalized.Large margins and adequate spacing between sentences andparagraphs will provide sufficient white space and preventa document from appearing to be solid text. In general, textshould be left-justified for easy reading.Words that are commonly used in conversation are the best toinclude in health messages. Shorter words tend to be easier tounderstand and more familiar to patients.Bullets help to separate information from the rest of the text.Information provided in lists is often easier and faster forpatients to read and comprehend.Bolding and highlighting phrases or words can draw attentionto essential information for patients. It should be used sparinglyto differentiate key sentences or phrases from the rest of thetext.Written passages should be action and goal-oriented, andshould provide readers with a clear explanation of the purposeof the written material. Passages should clearly define whatactions should be taken by the reader and why these actionsare necessary.Consider grouping information under common headings topromote understanding. Place key information at the beginningof a paragraph and be sure to limit the amount of instructionalcontent that is given to what is essential for the patient to knowand understand.SECTION 4: WHAT CAN WE DO TO STRENGTHEN HEALTH LITERACY? 35
Page 2 and 3: 2 FOREWORD
Page 6: SECTION 5: MESSAGES TO KEY STAKEHOL
Page 9 and 10: The guide has been developed throug
Page 11 and 12: WHO IS THIS GUIDE FOR?SUMMARYHealth
Page 13 and 14: Section 5: How can we advocate for
Page 15 and 16: systems and settings are ones which
Page 17 and 18: companies—which glamorise and pro
Page 19: Health literacy is best viewed as a
Page 22 and 23: 3. POOR HEALTH LITERACY IS ASSOCIAT
Page 24 and 25: Percent Alive50 60 70 80 90 100Adeq
Page 26 and 27: • Written communication regarding
Page 28 and 29: 3.2 MEASURING THE DEMAND AND COMPLE
Page 30 and 31: 3.3 SCORECARDSThe WHCA Action Guide
Page 32 and 33: 3.4 A PUBLIC HEALTH LITERACY KNOWLE
Page 34 and 35: Social CapitalLinks have also been
Page 38 and 39: Use active voiceAvoid unnecessaryja
Page 40 and 41: epidemic outbreak tracking (providi
Page 42 and 43: may also include direct instruction
Page 46 and 47: For example, children and young peo
Page 48 and 49: Initiatives which have been shown t
Page 50 and 51: · understanding of bias and levels
Page 52 and 53: 4.4 HOME AND COMMUNITY SETTINGSPeop
Page 54 and 55: 4.5 WORKPLACE SETTINGSThe workplace
Page 56: 4.6 POLICY-MAKING ARENASPolicies at
Page 61 and 62: SECTION 6: BUILDING NATIONAL AND LO
Page 63 and 64: REFERENCESAllen CE. 2001. 2000 pres
Page 65 and 66: Figueroa ME, Kincaid DL, Rani M & L
Page 67 and 68: Kickbusch I & Maag D. 2008. Health
Page 69 and 70: Parker RM, Ratzan, SC & Lurie N. 20
Page 71: Sudore RL, Yaffe K, Satterfield S,
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the basics - World Health Communication Associates

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