the basics - World Health Communication Associates

More documents

Recommendations

Info

epidemic outbreak tracking (providing decision-makers with timely, location-relatedinformation), patient diagnostic and treatment support, health care provider trainingand communications support, and remote patient data collection (Ratzan & Gilhooly2010).On the provider side, computerised profiles of individual patients or targetpopulations can be used to tailor existing materials to fit specific situations. This canbe done using computer-based algorithms that take various patient characteristicsinto account. These characteristics might include language, age, gender, ethnicity,reading ability, health literacy level, and the needs and goals of the patient at thattime (Revere & Dunbar 2001).4.1.3 Navigating health systemsMany health systems, particularly at institutional and community level, have triedto make their services more easily navigable by using case managers and navigatorsto help patients. Navigators can be community health workers, lay or professional,paid or volunteers, but their role is to help patients through the health or social caresystem. They can be trained to provide health education, interpret health informationand assist in obtaining access to services.Navigators have been shown to help alleviate financial, communication andmedical system barriers. They help patients to overcome fear and emotional barriersby providing support. The navigator can act as the patient’s advocate in the intervalbetween screening and further diagnosis or treatment, assisting with practical issuessuch as paperwork for financial support, childcare or transportation problems. Theymay also translate medical jargon into understandable language, provide educationabout the disease and its treatment, help the patient to communicate with theirdoctor and be available to listen to fears and concerns. Such services have been foundto improve health outcomes, increase adherence to medical treatment, reduce missedappointments and lower health system costs (Freeman et al. 1995).4.1.4 Training of educators and providersProviders should be trained to communicate more effectively to help them care forpatients with limited health literacy. Training should focus on improving cliniciancommunication skills and understanding of cultural sensitivities (Frankel & Stein2001). Furthermore, the need for improved clinician skills in fostering mutuallearning, partnership-building, collaborative goal-setting and behaviour change for38SECTION 4: WHAT CAN WE DO TO STRENGTHEN HEALTH LITERACY?
chronic disease patients has been identified (Youmans & Schillinger 2003). Trainingworks best when it is informed by users with limited health literacy, who are oftenunder-represented in clinical research (IOM 2004).BOX 6 : CASE VIGNETTECHRONIC DISEASE MANAGEMENT PROGRAMME (IOM 2004)Researchers and practitioners at the University of North Carolina in USA havedeveloped several chronic disease management programmes that are designedto identify and overcome literacy-related barriers to care. The programmes, whichinclude interventions for diabetes, heart failure, chronic pain and anticoagulation,are led by clinical pharmacist practitioners and trained health educators, whouse evidence-based algorithms, a computerised patient registry and literacyindependentteaching techniques to facilitate effective self-care and assure receipt ofeffective services and medications. The teaching techniques are used in a one-on-oneinteraction with the patient during clinic visits and feature:• A teach-back method in which the patient teaches the content back to theeducator• Practical skills rather than complex physiology• Written educational materials designed for low-literacy users that the educatorreviews with the patient• Follow-up telephone calls and quick visits by the educator when the patientreturns to the clinic, that serve to reinforce the education• A collaborative learning environment based on sensitivity to the role of literacyin communication with patientsIn each area, the programme organisers have systematically measured literacyas well as relevant health outcomes. For diabetes and anticoagulation, completedstudies have found that these programmes can offset the adverse effects of lowliteracy.A typical training programme might introduce providers to the conceptof limited health literacy in patient populations, pointing out the implicationsfor the delivery of health care services. It might provide techniques to improvecommunication with patients who have limited health literacy skills. ProgrammesSECTION 4: WHAT CAN WE DO TO STRENGTHEN HEALTH LITERACY? 39
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 36 and 37: They also have to move from communi
Page 38 and 39: Use active voiceAvoid unnecessaryja
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,
Page 74: World Health Communication Associat

the basics - World Health Communication Associates

Create successful ePaper yourself

Delete template?

Save as template?