Part 1 'the basics' - World Health Communication Associates

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14 SECTION 2: WHy IS HEALTH LITERACy IMPORTANT? Poor health literacy skills are very common In the United Kingdom, US, Australia and Canada surveys have shown poor health literacy skills in 20-50% of populations tested (NCC 2004; Kutner et al. 2006). Poor literacy skills are associated With Poorer health and Wealth Literacy—along with primary and secondary school attendance—is positively correlated to personal income, economic growth, female empowerment, life expectancy and having fewer children (Wils 2002). Education affects health outcomes in many ways. Enhancing a mother’s education level reduces infant and child mortality in developing countries (Ratzan 2001). The number of years spent in formal education have been found to be inversely related to age-adjusted mortality in many countries, such as Norway, England and Hungary (Ratzan et al. 2000). Higher educational levels are related to decreases in smoking prevalence and higher rates of smoking cessation in Europe (Cavelaars et al. 2000), and educational level has been shown to be related to more ideal body weight in Europe, Russia and China (Molarius et al. 2000). Poor health literacy is associated With many adverse health outcomes Empirical data supports an association between limited health literacy and numerous adverse health outcomes (Baker 1999; DeWalt, Berkman, Sheridan, Lohr & Pignone 2004; IOM 2004; Paasche-Orlow & Wolf 2007) (see Box 3). Section 2: wHy iS HealtH literacy important?
Box 3 : HeALtH outcomeS of Poor HeALtH LiterAcy • Poorer health choices • Riskier behaviours • Less use of preventive services • More delayed diagnoses • Poorer understanding of medical conditions • Less adherence to medical instructions • Poorer self-management skills • Increased risk of hospitalisation • Poorer physical and mental health • Increased mortality risk (see Graph 1) • Higher health care costs Percent Alive 50 60 70 80 90 100 Adequate Marginal Inadequate 0 20 40 60 80 Months Graph 1: Literacy and Mortality Risk—Over time, the percentage of elderly people alive is greater among those with better health literacy. (Baker et al. 2007) Section 2: wHy iS HealtH literacy important? 15
Page 1 and 2: Part 1 ‘the basics’
Page 3 and 4: World Health Communication Associat
Page 5 and 6: TABLE OF CONTENTS Foreword 5 Summar
Page 7 and 8: FOREWORD Part 1 “The Basics” of
Page 9 and 10: Health literacy advocates need to c
Page 11 and 12: SECTION 1: WHAT IS HEALTH LITERACy?
Page 13 and 14: to counteract the negative influenc
Page 15: Health literacy is best viewed as a
Page 19 and 20: SECTION 3: HOW IS HEALTH LITERACy M
Page 21 and 22: health literacy skills. One study a
Page 23 and 24: They also have to move from communi
Page 25 and 26: Times of illness often provide ‘t
Page 27 and 28: obstacles to health education initi
Page 29 and 30: The WHO and several international h
Page 31 and 32: • Use the workplace setting for m
Page 33 and 34: esearchers 1. Develop and test asse
Page 35 and 36: 4. Set, measure and evaluate goals
Page 37 and 38: Cavelaars AE, et al. 2000. Educatio
Page 39 and 40: Institute of Medicine. 2002. Speaki
Page 41 and 42: O’Connor AM, Rostom A, Fiset V, T
Page 43 and 44: Sudore RL, yaffe K, Satterfield S,
Page 45 and 46: NOTES reFerenceS 43
Page 47 and 48: eFerenceS

Part 1 'the basics' - World Health Communication Associates

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