Part 1 'the basics' - World Health Communication Associates

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32 SECTION 6: BUILDING NATIONAL AND LOCAL HEALTH LITERACy ACTION PLANS 1. recognise the problem and its significance. include health literacy on your action agenda. • Assess health literacy among your target populations. • Measure the alignment of skills/abilities with task demands/complexity. Both must be measured. The goal is for both to be ‘health literate’. • Identify and monitor indicators that will reflect progress toward aligning skills with demands. • Measure skills and abilities on multiple levels. What gets measured gets done. Measures of Skills and Abilities individual level: reading assessment tools community level: geo coding mapping Population: household surveys 2. Support improvements in education and information access. • Make health literacy skills an essential element on school agendas. • Help children and adults opt for healthy choices in everyday life. • Help people access and evaluate reliable sources for health information. 3. Build health literacy friendly systems that better align demands with skills. • Identify the specific health demands/tasks for targeted health actions. • Understand and simplify navigational demands. • Sensitise and train providers. • Identify and communicate essential information and desired behaviours in an accessible, understandable and culturally sensitive way. Section 6: BuildinG HealtH literacy action planS
4. Set, measure and evaluate goals for improved alignment of skills/ ability with task demands/complexity. 5. engage with members of your target population at all stages of planning, implementation and evaluation. the real experts in health literacy are those with trouble understanding what they must do to take care of their health. • Tasks: How complex are they? • Information: Is it understandable? • Navigation demands: Can they be simplified? Measurements of Demands/ Complexity Section 6: BuildinG HealtH literacy action planS 33
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 and 16: Health literacy is best viewed as a
Page 17 and 18: Box 3 : HeALtH outcomeS of Poor HeA
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: esearchers 1. Develop and test asse
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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